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Moncada, Corinna; And OthersModel. Learner Outcomes for Early Childhood Education:Birth to Nine Years.Minnesota State Dept. of Education, St. Paul.90229p.

Minnesota Department of Education, 70 West Count RoadB2, Little Canada, MN 55117 ($5.50, Minnesotaresidents; $8, out-of-state residents).Guides Classroom Use Teaching Guides (ForTeacher) (052) Reports Descriptive (141)

MF01/PC10 Plus Postage.*Child Development; Children; Cognitive Development;Communication Skills; Creative Development; *EarlyChildhood Education; ''Educational Objectives;*Outcomes of Education; Physical Development; SocialDevelopment; *Student Evaluation

IDENTIFIERS Minnesota; *Minnesota State Department of Education;Model Learner Outcomes

ABSTRACTChapter 1 of this document on learner outcomes in

early childhood education (ECE) discusses the values, educationalphilosophy, mission, and goals of the Minnesota State Board ofEducation. Chapter 2 describes components of an effective earlychildhood program, the role and purpose of ECE, and emerging issuesin ECE. An overview of learner outcomes in ECE is presented inChapter 3. Chapter 4 discusses the components of ECE programs as theyrelate to children; partnerships between home, school, and community;children's interactions with other individuals; integrated curricula;and learning environments. Chapter 5 considers indicators inchildren's behavior that are used to assess children's developmentand learning. These indicators are listed according to: (1) six

domains of growth, including personal, social, physical, cognitive,and aesthetic growth, and growth in communication abilities; (2) five

age levels from 15 months through 9 years; and (3) several specificareas of growth within the six domains of growth. A bibliography ofmore than 150 items is provided. (BC)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Model Learner Outcomesfor

R 0 N M Early ChildhoodEducation

Interaction i Curriculumwith Others:- Integration

U.S. DEPARTMENT OF EDUCATIONOlbce of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

1;L This document has been reproduced asreceived from the person or organization

mom originahng ItO Minor changes have been made to improve

reproduction quality

Points of ioesr or opinions stated in this docu-merit do not necessarily represent of frpratOE RI positron or poky

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

Minnesota Department Of Education

BEST CON AVADIBLE

2

1990

Model Learner Outcomes for

Early Childhood Education:Birth To Nine Years

Corinna Moncada, Ph.D.Early Education Specialist K-4Instructional Design Section

Tom NelsonCommissioner of Education

Mae E. Gaskins, Ed.D.Assistant Commissioner of Education

Division of Learning and Instructional Services

S

Three members of the Minnesota Department of Education made substantialcontributions to this publication. Patricia St. Martin, Supervisor of CurriculumResearch and Development, managed the outcome development process andsupplied the artwork. Cynthia Hanson, Curriculum Editor, edited themanuscript. Wendy Cochran made word processing revisions.

1990 MinnesotaDepartmentof Education

Permission is granted to Minnesota school districts to duplicate this document fornonprofit, educational use. All others require written permission from theMinnesota Department of Education. Inquiries should be referenced to: MaryPfeifer, Manager, Curriculum Services Section, 626 Capitol Square, 550 CedarStreet, St. Paul, Minnesota 55101.

MINNESOTA

STATE BOARD OF EDUCATION

Patricia Allen First District

John Plocker Second District

Thomas Lindquist Third District

Mabel Evans-Cason Fourth District

Douglas Wallace Fifth District

Erling Johnson Sixth District

Marjorie Johnson Seventh District

Ruth Myers Eighth District,

Alan Zdon At-Large

Table of Contents

Acknowledgments xi

Chapter One

Minnesota Board of Education:Values, Philosophy, Mission, and Goals 1

Values 2Philosophy 4Mission 5Goals 6

Chapter Two

Role, Purpose, and Emerging Issues of Early Childhood Education

Components of an Effective Early Childhood Program

11

11

1. Child 112. Home/School/Community Partnerships 123. Interactions with Others 124. Integrated Curriculum 135. Environment 13

Early Childhood Education: Role and Purpose 14

Early Childhood Education: Emerging Issues 15A. Diversity in Family Structures and Roles 15B. Diversity Among Children in Society 15C. Children's Activities Outside the Family 16D. Changing Communities 17

Conclusion: Timeless Goals for a New Century 18

Chapter Three

Early Childhood Learner Outcomes 19

Development and Learning 19

Organization of Learner Outcomes and Indicators 20

Early Childhood Learner Outcomes by Domains1. Personal Outcomes - Birth to Nine2. Social Outcomes - Birth to Nine3. Physical Outcomes - Birth to Nine4. Cognitive Outcomes -- Birth to Nine5. Aesthetic/Creative Outcomes -- Birth to Nine6. Communication Outcomes -- Birth to Nine

Chapter Four

Translating Learner Outcomes into Learning Opportunities. 29

Principles and Practices 29

Experiencing a Child-Centered Learning Environment

Applying Components of Effective Practice1. Child

Planning a Child-Centered ProgramEvaluating the Program

2. Home, School, Community PartnershipsPlanning/ImplementingEvaluating

3. Interaction with OthersPlanning/ImplementingEvaluating

4. Integrated CurriculumPlanning/ImplementingEvaluating

5. EnvironmentPlayPlanning a Learning Environment

1. Space2. Learning Materials and3. Learning Experiences4. Time

Evaluating the Learning Environment

31

3233

34

33

35353637373940404143434445

Equipment 454747

Teacher/Caregiver: Identity and Emerging RoleAdapting to Change in Teaching

vi

ry

48

5051

1

Chapter Five

Outcomes and Indicators for Assessing Development and Learning 53

How Can the Learner Outcomes and Indicators Be Used? 55Organization of the Early Childhood Indicators 56

1. Early Childhood Outcomes and Indicators by Age LevelsBirth Through Nine Years for Each Domain 58

Personal Outcomes 59Indicators: Birth Through 15 Months 60Indicators: At 2.5 Years 60Indicators: At 4.5 Years 61Indicators: At 6.5 Years 63Indicators: At 9.0 Years 65

Social Outcomes 67Indicators: Birth Through 15 Months 68Indicators: At 2.5 Years 68Indicators: At 4.5 Years 69Indicators: At 6.5 Years 70

Indicators: At 9.0 Years 71Physical Outcomes 73

Indicators: Birth Through 15 Months 74Indicators: At 2.5 Years 74Indicators: At 4.5 Years 75

Indicators: At 6.5 Years 76


Cognitive Outcomes 79

Indicators: Birth Through 15 Months 80Indicators: At 2.5 Years 81Indicators: At 4.5 Years 82Indicators: At 6.5 Years 84Indicators: At 9.0 Years 86

Aesthetic/Creative Outcomes 89Indicators: Birth Through 15 Months 90Indicators: At 2.5 Years 90Indicators: At 4.5 Years 91


Indicators: At 9.0 Years 92Communication Outcomes 94

Indicators: Birth Through 15 Months 95Indicators: At 2.5 Years 96Indicators: At 4.5 Years 97Indicators: At 6.5 Years 99Indicators: At 9.0 Years 102

vii

2. Early Childhood Indicators by Age Level Across Domains:Birth Through Nine Years 106

Indicators: Birth Through 15 Months 1C:8

Personal 107Social 107Physical 107Cognitive 108Aesthetic/Creative 108Communication 109

Indicators: At 2.5 Years. 110Personal 110Social 110Physical 111Cognitive 111Aesthetic/Creative 112Communication 112

Indicators: At 4.5 Years 113Personal 113Social 113Physical 114Cognitive 114

Aesthetic/Creative 115Communication 116

Indicators: At 6.5 Years 117Personal 117Social 118Physical 118Cognitive 119Aesthetic/Creative 120Communication 120

Indicators: At 9.0 Years 122Personal 122Social 123Physical 124Cognitive 124Aesthetic/Creative 125Communication 126

viii

5

3. Early Childhood Indicators by Age Levelfor Units within Domains 122

Personal IndicatorsEmotional Development. 129Independence 130Self-Concept ...... 131Health and Safety 132Moral Development 133

Social IndicatorsSense of Self as a Social Being 134Social Relations 135Social Skills 136

Physical IndicatorsGross Motor 137Fine Motor 138

Cognitive IndicatorsAttention 139Curiosity 140Perception 141Memory 142Problem Solving 143Logical Thinking 144

Aesthetic/Creative IndicatorsCreates 145Responds 146Evaluates 147

Communication IndicatorsReceptive Communication Nonverbal 148Receptive Communication Listening 149Receptive Communication Reading 150Expressive Communication Nonverbal 151Expressive Communication Speaking 152Expressive Communication Writing 153

Bibliography 155

A. Children's Issues 155B. Child Development 156C. Home/School/Community Partnerships 157D. Interactions with Others 159E. Integrated Curriculum 161F. Environment 164

Figure 1

Components of an Effective Early Childhood Program 32

ix

Acknowledgments

The Minnesota Department of Education gratefully acknowledges thecontributions of the early childhood educators named on the following pages:

the nine chairpersons who planned and coordinated the work of fourwriting committees

the members of the writing committees who developed indicators ofaccomplishment for their designated age-level groups

all of these same individuals who met to integrate learneroutcomes and indicators in the draft and final documents

the committee members who participated at one or more of 24 all-daysessions held throughout the state to review the draft document andcomment on it.

The Minnesota Department of Education wishes to express sincere thanks to theemploying agencies of the committee members for granting them time to work onthis publication. In addition, a number of members of the committee gavegenerously of their own time for this effort.

More than 600 teachers and administrators reviewed the publication in draft formand offered thoughtful comments and valuable suggestions.

Writers and Editors

Two professional writers gave unstintingly of their time and many talents to bringthe document to its present level of clarity and quality. Their creative insights,skill in interpreting the suggestions of others, and breadth of understanding ofthe early years is gratefully acknowledged.

Florence Flugaur Kathleen McNellisSt. Louis Park, Minnesota St. Paul, Minnesota

xi

Early Childhood Learner OutcomesMembers of the Writing Committees

Committee for Outcomes from Birth to 2.5 Years

Sally GoldbergExecutive Director: Center for EarlyLearning & Living of the Sciences, Inc.Robbinsdale, Minnesota

Jeanne Martin, Committee ChairEarly Childhood Special EducationSt. Paul Public SchoolsSt. Paul, Minnesota

Joann O'LearyPerinatal SpecialistAbbott Northwestern HospitalMinneapolis, Minnesota

Dianne SchwartzEarly Childhood Special EducationAnoka Public SchoolsAnoka, Minnesota

Ruby HughesDirectorMessiah Willard Day Care CenterMinneapolis, Minnesota

Pamm Mattick, Committee ChairProfessorSt. Cloud State UniversitySt. Cloud, Minnesota

Tom Schoepf, Committee ChairEarly Childhood CoordinatorMid-State Education DistrictLittle Falls, Minnesota

Barbara WrightEarly Childhood Family EducationRobbinsdale Public SchoolsRobbinsdale, Minnesota

Committee for Outcomes from 2 Years to 4.5 Years

Alice Bloedoorn (Retired)Early Childhood Special EducationSt. Paul Public SchoolsSt. Paul, Minnesota

Lynn Gale, Committee ChairPrekindergarten Program DirectorUniversity of MinnesotaMinneapolis, Minnesota

Jean PetersonThe Children's House DirectorMankato State UniversityMankato, Minnesota

Richard Tvedten, Committee ChairChild Development Program instructorNortheast Metro Technical CollegeWhite Bear Lake, Minnesota

xii

Marge BratschKindergarten TeacherSt. Paul Public SchoolsSt. Paul, Minnesota

Diane JanssenKindergarten TeacherHills-Beaver Creek Public SchoolsHills, Minnesota

Deborah Deer ShieldsEarly Childhood Family EducationWest St. Paul Public SchoolsWest St. Paul, Minnesota

Katie WilliamsChild Care Center DirectorYWCAMinneapolis, Minnesota


Dan Anderson, Committee ChairElementary PrincipalPrinceton Public SchoolsPrinceton, Minnesota

Paul PetersonThird Grade TeacherAnoka Public SchoolsAnoka, Minnesota

Donna Same lian, Committee ChairProfessorGustavus Adolphus CollegeSt. Peter, Minnesota

Carol ShapiroProfessorSouthwest State UniversityMarshall, Minnesota

Mary BloomgrenKindergarten TeacherSt. Louis Park Public SchoolsSt. Louis Park, Minnesota

Wisty RorabacherEarly Childhood Special EducationMinneapolis Public SchoolsMinneapolis, Minnesota

Anne Rae SandersonFirst Grade TeacherSt. Paul Public SchoolsSt. Paul, Minnesota

Renae TostensonKindergarten TeacherAppleton Public SchoolsAppleton, Minnesota


Burnell Anderson, Committee ChairElementary PrincipalStillwater Public SchoolsStillwater, Minnesota

Diane BrownSecond Grade TeacherMounds View Public SchoolsMounds View, Minnesota

Sharon Germain, Committee ChairThird/Fourth/Fifth Nongraded TeacherStillwater Public SchoolsStillwater, Minnesota

Bill PoggeFirst Grade TeacherMoorhead Public SchoolsMoorhead, Minnesota

Rosemary ThielSecond Grade TeacherEdina Public SchoolsEdina, Minnesota

Roz AndersonSchool-Age Child Care DirectorRobbinsdale Public SchoolsRobbinsdale, Minnesota

Kathy CahillElementary PrincipalMinneapolis Public SchoolsMinneapolis, Minnesota

Cindy MartinsonSecond Grade TeacherHermantown Public SchoolsHermantown, Minnesota

Kathleen SkobbaFirst Grade TeacherLakeville Public SchoolsLakeville, Minnesota

Chapter One

Minnesota State Board of EducationValues, Philosophy, Mission, and Goals

O Chapter One

Minnesota State Board of EducationValues, Philosophy, Mission, and Goals

School districts nationwide, and certainlyin Minnesota, are constantly striving toimprove the learning experiences theyprovide students. The last two or threedecades have seen heightened interest inimproving all parts of the education proc-ess, including appropriate involvement ofstudents, parents, and the community atlarge.

The documents that constitute theMinnesota Department of Education'sCoordinated Model for Educational Im-provement incorporate many of the con-cerns expressed and issues addressed bythe public, Legislature, and in reports onthe state of public education. One ofthese documents, titled Goal and Out-come Specification Process, suggests a setof procedures for appropriate involvementof the public. These procedures includepublic participation on the development ofstatements ofvalues, philosophy, mission,and learner goals. These sets of state-ments are a hierarchy of increasinglyspecific concepts ranging from values, themost general, to learner goals, the mostspecific, that give form and direction topublic education. Given this hierarchy,staff skilled in subject matter and the pro-fession of teaching can develop very spe-cific learner outcomes for each subjectarea.

The following sets of statements wereadopted by either the Minnesota StateBoard of Education or the Minnesota StateLegislature for two purposes. First, theyprovide a model for use by communitiesand school staff as they strive to improvethe learning experiences they provide forresidents. Second, they are the hierarchyused by Department staff and teams ofeducators as they develop model learneroutcomes for each subject area. Themission statement for public educationadopted by the Legislature gives explicitdirection to public schools. The StateBoard Curriculum Rule 3500.1060adopted February 1990 lists the learnergoals which must be incorporated intoeach district's goal statements. All otherparts of this document are models, sug-gestions for the consideration of residentsand professionals in each district.

Model Learner Outcomes in Early Childhood Education: Birth to Nine - Page 1

I

Education System Values

We believe the following values arepreeminent for the education system.These attributes are to be reflected inall educational programs and opera-tions.

Accountability - A condition in everyschool whereby each is able to justify itsuse of public resources by effectivelyfulfilling its mission of learning.

Effectiveness - A condition in everyschool whereby each accomplishes itsmission at a performance level defined bylearners, parents, citizens of the commu-nity and state, and their representatives.

Efficiency - A condition in every schoolwhereby each accomplishes the highestpossible level of excellence with availableresources.

Excellence - A condition in every schoolwhereby the highest possible standardsfor performance are expected of all stu-dents and staff.

Flexibility - A condition in every schoolwhich results in meeting the needs oflearn-ers through sensitive and creative re-sponses to changing circumstances.

Human Equity - A condition in everyschool which offers equal opportunity andappropriate individuali zed support to eachstaff member in employment and profes-sional growth and to each learner in theeducational process. Also, a conditionwhich fully, fairly, and accurately por-trays various cultures, races, and gendersin the instructional program.

Responsibility - A condition in which theschool recognizes that the parent has pri-mary responsibility to assure the child iseducated, and in which a partnership ex-ists between the school, community, par-ent, and the learner to identify the learn-ing goals and needs of the child or adultlearner and provide appropriate learningopportunities through which those goalscan be met.

Responsiveness - A condition in everyschool whereby diversity of personal andgroup needs and aspirations are expected,accepted, encouraged, and routinely ad-dressed.

System Equity - A condition in the edu-cation system whereby each school is pro-vided with the resources necessary to assistall learners in achieving excellence.

Wholeness - A condition in every schoolwhereby each gives necessary and appro-priate consideration to the potential ca-reer needs, spiritual, social, emotional,and physical growth of each learner andstaff member as it designs and imple-ments educational programs.

Visionary - A condition in the educationsystem whereby emerging trends whichwill affect the knowledge and skills re-quired to be a successful adult are exam-ined and the knowledge gained is used toproduce appropriate changes in thesystem's course content, procedures, andgoals for learners.


Learner ValuesWe believe helping students developthe following values is a primarypurpose of education.

Accountability - A quality in individu-als whereby each knows, understands, andaccepts the impact and consequences ofpersonal actions and decisions.

Citizenship - A quality in individualswhereby each has an understanding,appreciation, and support of the institu-tions of American government and society,and a willingness and ability to partici-pate in the democratic process and in so-cially beneficial service activities.

Compassion - A quality in individualswhereby each is sensitive to the conditionsaffecting the lives of others and each hasthe commitment to assist others when ap-propriate and possible.

Competence - A quality in individualswhereby each attains maximum levels ofknowledge, skill, and affect commensu-rate with his or her potential.

Cooperativeness - A quality in individ-uals whereby each interacts with others ina manner that mutually benefits all par-ticipants in the interaction.

Creativity/Flexibility - A quality in in-dividuals whereby each acts or expressesself in new, improved, or unique ways.

Ethics - A quality in individuals where-by each displays consistent personal andprofessional integrity and an acceptanceof the responsibility to act for the benefit ofall learners.

Honesty - A quality in individualswhereby each is fair and straightforwardin the conduct of human interaction.

Learning - A condition in individualswhereby each continually strives through-out life to learn more and to increase per-sonal levels of fulfillment and competencein human endeavors.

Problem Solving - A condition in indi-viduals whereby each has the ability toidentify, frame, and propose new, im-proved, or unique solutions to existing andemerging problems.

Responsibility - A quality in individu-als whereby each strives to fulfill the obli-gations of economic self-sufficiency andactive commitment to the common good ofsociety.

Self-Acceptance - A quality in individu-al s whereby each has a positive self-image,through assertion of rights, holding per-sonal, physical, and emotional well-beingas an ideal, accepting personal talentswith humility, and personal limitationswith the resolve to improve where possibleand accept where necessary.

Spirituality - A quality in individualswhereby each recognizes and accepts theimportance of nurturing one's inner spirit,that creative force that transcends thehuman and the material.

Thinking - A condition in individualswhereby each continually strives to im-prove personal skills for mental manipula-tion of sensory perceptions to form knowl-edge, thoughts, reason, and judgments.

-1"

Model Learner Outcomes in Early Chitdood Education: Birth to Nine Page 3

Minnesota State Board of EducationPhilosophy of Education

We Believe ...Every person can learn.

Learning is a lifelong process.

Every person must understandand accept self before he or shecan become a contributingmember of society.

Each person has gifts which theeducation program must seek,identify, and help to maximize.

Advancement of the human racerequires individuals who arehonest, responsible, compassion-ate, cooperative, creative, andcompetent.

The state and local communitieshave a shared responsibility toassist each person in learning.

Each community has a sharedresponsibility with parents formeeting the needs of each child.

The community and its schoolsystem must continually look toand strive to meet the futureeducation needs of society.

The education system mustassist each person to becomefunctional in an increasinglyglobal and interdependentworld.

The education systeill must leadpeople to value and accept a widediversity in human behaviors,sophistication, and values.

The education system mustmaintain high standards forresponsiveness, human equity, andsystem equity in the provision ofeducational opportunities.

Decisions regarding planning,implementing, and maintaininglearning opportunities must bevested as close to the individuallearner as efficient use of publicresources allow.

School systems must implementprograms that stress the intellec-tual development of each learner inconcert with the spiritual, social,emotional, and physical develop-ment of the learner.

. School systems must model andnurture creativity in learners.

School systems must maintainopportunities for all learners todevelop competence in personallyselected areas of human develop-ment.

Professional educators have aresponsibility to remain currentwith evolving knowledge abouthuman growth and development,learning theory, and knowledge ofsubject matter.

Model Learner Outcomes in Early Childhood :.7,ducation: Birth to Nine - Page 4

Professional educators andelected or appointed educationpolicymakers have a responsibilityto account to the public for theexcellence of their efforts.

Professional educators andelected or appointed educationpolicymakers have a responsibilityto use public resources prudentlyand efficiently.

Staff employed in schools mustmodel the behaviors they areassisting learners to develop.

Mission forPublic Education

As adopted by theMinnesota Legislative Commission

on Public Educationand enacted into law,

Chapter 240, Laws of 1985

The purpose of public education is to helpindividuals acquire knowledge, skills, andpositive attitudes toward self and othersthat will enable them to solve problems,think creatively, continue learning, anddevelop maximum potential for leadingproductive, fulfilling lives in a complexand changing society.

Mission of the MinnesotaState Board of Education

The Minnesota State Board of Educationz ill provide the vision, advocacy, lead-ership to improve significantly the qualityof education throughout the state.

Mission of the MinnesotaDepartment of Education

The Minnesota Department of Educationprovides leadership, service, and regula-tion to maintain and improve an equi-table, uniform, and quality system of pub-lic education for all learners.

The Department provides leadership asan advocate for education by definingquality education and by seeking the re-sources necessary to meet the needs of alllearners.

The Department provides service throughinformational and technical assistance thatwill improve the productivity and perform-ance of students and staff, and provideopportunities for the development of thepotential of all learners. .

The Department regulates education bymaintaining, interpreting, and enforcingMinnesota State Board of Education rules,and state and federal laws.


Minnesota State Board of EducationLearner Goals

Learner goals are a series of state-ments that describe the knowledge,skill, processes, values, and attitudesthat a learner can expect to achieve asa result of active participation in K-12public education. They are based onthe presumed current and future in-tellectual, social, emotional, physical,and career/vocational needs of stu-dents and adults in contemporarysociety.

Each district shall use the learnergoals contained below as the basisfor defining program-level learneroutcomes that are directly reflectedin the district's course and programofferings.

A. To effectively participate in learningactivities, each learner will:

1. master reading literacy to gatherinformation and data, gain per-spective and understanding, andas a leisure activity;

2. master writing to explain,describe, and express a point ofview and feelings;

3. master listening to gatherinformation and data and gainperspective and understanding;

4. master speaking to explain,describe, express a point of viewand feelings, and to discuss anissue;

B.

5. master numerical literacy toapply mathematical functions tolife situations;

6. master the use of a variety oftools, including electronictechnology, to enhance learning;

7. master viewing and observ-ing to gather information anddata, and gain perspective andunderstanding; and

8. apply skill-, in self-expressionthrough visual and perform-ing arts.

To provide a foundation for meaningin life, each learner will accumulateand apply knowledge and developthe understanding to:

1. participate in lifelong learn-ing;

2. live within local, state, na-tional, and world political andsocial structures;

3. examine personal beliefs andvalues and their relationshipto behavior;

4. make ethical and moral decisions;

5. be a responsible citizen of thecommunity, nation, and the world;


6. practice stewardship ofthe land, C.natural resources, and environ-ment;

7. know the impact of human lifeon nature and the impact of na-tural phenomena on human life;

8. express self through artisticcreation;

9. know career options and thegeneral education requirementsfor each;

10. know world and national eco-nomic conditions to make in-formed decisions on consumerproducts, occupations and ca-reer needs, and use of resources;

11. select or prepare for a series ofoccupations that will personallysatisfy and suit one's skills andinterests;

12. manage personal affairs;

13. understand the physical worldusing systematic problem-solving strategies:

14. communicate and relate effec-tively in a language and about aculture other than one's own;and

15. know the importance of geo-graphic location in the function-ing of contemporary society.

D.

To think, decide, resolve issues,and meet needs creatively, eachlearner will be able to:

1. compare, differentiate, and re-late information arid facts andapply knowledge;

2. combine various facts, situ-ations, and theories to formu-late new and original hypothe-ses or to develop new solutions;

3. critique and make judgmentsabout materials, conditions,theories, and solutions;

4. generate and value creativealternatives; and

5. apply the concepts and proces-ses of science.

To value, understand, and accepthuman interdependence, eachlearner will be able to:

1. seek interactions and feelcomfortable with persons whoare different in race, religion,social level, or personal attri-butes;

2. understand the basic interde-pendence of the biological andphysical resources of the envi-ronment;

3. understand the interrelation-ships among complex organiza-tions and agencies in modernsociety;


4. understand how the citizens ofthe United States are geographi-cally and socially connected topeople and places in other partsof the world.

E. To value, understand, and accept the F.diversity of humankind, each learnerwill be able to:

1. base actions and decisions on theknowledge that individuals differin many ways;

2. base actions and decisions on theknowledge that values andbehaviors differ from one socialgroup to another;

3. base actions and decisions onthe understanding that lifestylesand behaviors reflect the valuesystem of the societies in whichthey were learned;

4. judge other's actions with anunderstanding of the personaland social context of that action; G.

5. accept that there is more than oneway of being human;

6. base actions and decisions on theunderstanding that as individu-als move from one society to an-other they can learn lifestyles andcan learn to behave appropriatelyin different social contexts; and

7. act on the belief that human be-havior is influenced by many fac-tors and is best understood interms of the context in which itoccurred.

To address human problems throughgroup effort, each learner will de-velop the knowledge, skills, values,and attitudes essential to:

1. act in accordance with a basicethical framework incorporatingthe values that contribute tosuccessful community life suchas honesty, fairness, compassion,and integrity;

2. understand the importance ofworking in groups to achievemutual goals; and

3. be able to provide leadership in re-solving personal and societal is-sues.

Each learner will be able to effec-tively resolve conflicts with andamong others by:

1. assuming responsibility to formproductive and satisfying relation-ships with others based on respect,trust, cooperation, consideration,and caring for other persons;

2. acting on the belief that each in-dividual has value as a humanbeing and should be respected as aworthwhile person; and


3. resolving conflict in the mannermost beneficial to society.

H. Each learner will be able to act oncontemporary events and issueswith a perspective of their historicalorigins:

1. understanding the origins, inter-relationships, and effect of beliefs,values, and behavior patterns inworld cultures;

J.2. understanding one's own culture

and historical heritage throughthe literary, aesthetic, andscientific traditions of the past;

3. being familiar with the ideas thathave inspired and influencedhumankind; and

4. understanding the manner inwhich heritages and traditions ofthe past influence the directionand values of society.

I. Each learner will develop a positiveattitude toward self, demonstratedthrough:

1. a feeling of positive self-worth,security and self-assurance;

K.2. a willingness to live with one's

strengths and weaknesses;

3. a basic understanding of one's ownbody, its systems and physiology,and a positive attitude towardone's own physical appearance;

Model Learner Outcomes in Early ChildfrobA

4. understanding that efforts todevelop a better self contribute tothe development of a bettersociety;

5. understanding that self-concept isacquired by interaction with otherpeople; arid

6. appropriate control or release ofemotions.

To set and achieve personal goals,each learner will develop the abilityto:

1. select appropriate personallearning goals;

2. make decisions about one's life;

3. plan, act, and organize to realizeone's goals;

4. accept responsibility for personaldecisions and actions;

5. work now for goals to he realizedin the future; and

6. select viable alternatives fbr ac-tions in changing circumstances.

To cope with change, each learnerwill develop the ability to:

1. initiate appropriate change whilerespecting existing structures andconcepts;

2. tolerate ambiguity;

Education: Birth to Nine - Page 9

3. understand that coping withchange is a lifelong process;

4. understand and accept thechanging nature of work and thepotential need to change careersseveral times;

5. use career information andcounseling services to makeinformed and satisfying vocationalchoices; and

6. understand that all knowledge istentative and that as new discover-ies are made the knowledge basegrows.

L. To lead a healthy and fulfilling life,each learner will:

1. assume responsibility for one'sown physical and mental healthand safety by establishing a dailyregime of health behaviors thatwill maintain mental and physicalhealth and motor fitness;

2. make informed decisions abouthealth products and services;

3. make a lifestyle that promoteshealthful family living;

4. understand public health measuresand their effect on the individual,family, community, and environ-ment; and

M.

5. be able to enjoy play-skill activi-ties that include understanding,cooperation, accepting rules,controlling emotions, followinggroup process, and acquiring self-satisfaction.

To lead a productive life and activelycontribute to the economic well-being of our society, each learnerwill develop the work readinessskills of:

1. applying the basic skills ofcommu-nications, computation, and scien-tific principles to real-life situa-tions in a technological society;

2. defining and interpreting thenature of the work force in termsof one's own challenges and op-portunities;

3. leadership and citizenshipnecessary to succeed as an activeagent in a changing work force;

4, understanding employment op-portunities, job Jeeking and keep-ing, and specific work as they re-late to transition from school toeconomic productivity;

5. developing pride in good work andexpecting quality in products andservices; and

6. adopting a positive attitude to-ward work including the accept-ance of the necessity of making aliving and an appreciation of thevalue and dignity of work.

(")

Model Learner Outcomes in Early Childhood Educa',-ion: Birth to Nine Page 10

Chapter Two

Role, Purpose, and Emerging Issuesof Early Childhood Education

Chapter Two

Role, Purpose, and Emerging Issuesof Early Childhood Education

A vast and growing body of research inchild development finds continuity in theway children learn and develop throughthe years from birth to age nine. Theearly childhood learner outcomes, shownin Chapter Three, highlight the breadthof learning and growth occurring in theearly childhood years.

The learner outcomes are divided into sixdomains: personal, social, physical,cognitive, aesthetic/creative, and commu-nication. Development, of coune, does

not progress domain by domain or in isola-tion within each area of growth. Childreninteract continuously within all domains,and each child is far more than a compositeof outcomes for a given age.

Thoughtful study of these learner out-comes helps teacher/caregivers plan ac-tivities to support and encourage the child'sprogress to the fullest potential. Facilitat-ing the child's natural development is thebasis of any organized approach to earlychildhood education.

Components of an Effective Early Childhood Program

The components of an effective earlychildhood program are:

1. Cl' Id

2. Home/School/CommunityPartnership

3. Interactions with Others

4. Integrated Curriculum

5. Environment

These components work together in adynamic, interactive relationship withthe learner at the core of the relationship.Each aspect is an important part of thechild's integrated learning.

1. Child

The child is at the center of the learningprocess, not as a passive recipient of inputfrom other people and events but as anactive engineer of the child's own learning.It is the child as active learner who per-ceives, interprets, verifies, assimilates, con-solidates, and creates meanings for selfand communicates meanings to others.

For ir , education means mak-ing creators, even if there aren'tmany of them, even if the crea-tions of one are limited by com-parison with those of another.But you have to make inven-tors, not conformists,

Jean Piaget


0

2. Home/School/CommunityPartnerships

Home, school, community shape the child'slearning. Home, school, community part-nerships are a necessary part of earlychildhood learning because all three havethe same long-term goal: the developmentof the child into a self-actualizing individ-ual. Shared planning builds mutualunderstanding which results in greatercontinuity and consistency and expandedopportunities for the child.

Parents and teacher/caregivers are part-ners in the education of the child, and par-ents are the senior partners. Parents willcontinue to carry primary responsibilityfor the child's learning as the child movesfrom one learning setting to another.Throughout the school years, parentssupport and nurture the child's learningwithin the family's shared value systemand their hopes and dreams for the child'sfuture.

When parents and teachers know what isgoing on in the child's life, they can en-hance and extend the child's learning byrelating it to day-to-day experiences.Parents' and teacher/caregiver's interestin the child's learning shows the impor-tance they attach to the child as a person.The child is aware of this interest andresponds to it.

While the school is one of the major com-munity agencies serving all children andfamilies, many other agencies in the com-munity provide help and nurture familygrowth. The stronger the network ofcooperation among all these organizations,the greater the support for the child andfamily.

Coordination can provide consistency andcontinuity of programming for the childand less duplication of services. A child orfamily receiving special services needs goodlinkage and communication between theseservices and home, school, and child care.

3. interactions with Others

Through interaction with others the childacquires and grows in self-awareness, self-knowledge, and self-image. The childlearns about other people through interac-tion and begins to build ever-expandingand deepening relationships.

As they develop, children are able to moveoutward, away from their primary care-givers, toward others in ever-expandingrelationships. When concern for adult ap-proval shifts to more concern for peer ap-proval, other children are powerful mod-els.

Interaction, first with adults and thenw4th other children, is an integral part ofearly learning and increases the child'sknowledge of self and others. In relation-ships with others, the child grows in abili-ties to trust, to cooperate, to negotiate, tobe a friend.

Children's interpersonal skills developwhen they have a chance to experienceboth leading and following. As they workwith others, they negotiate, share infor-mation and skills, help each other, useimagination.

Children are open to encouragement andhelp but also to fair criticism or cor-rection from other children. Experienceswith varying reactions from other


children--e.g., friendliness, rejection, bossi-ness, or over-protection--help children de-velop their own repertoire of interactionskills.

Friendship between children is mutuallysupportive and contributes to personalgrowth and awareness in a way that groupsdo not. Friends learn to express and sharefeelings, and each comes to understandthe other's feelings and perspectives.

Play groups and one-to-one friendshipsfoster early learning and help to shapethe child's growing knowledge of self andothers. Understandings of fairness, coop-eration, team work, and issues of j;isticeand compassion come from children work-ing and playing together.


An integrated curriculum reflects the waylearners experience the world and con-struct knowledge. Children learn in aholistic way and interact with many con-tent areas in any learning situation.

Although knowledge in schools is dividedinto subject areas such as mathematics,science, and music, this division is an im-posed order rather than the way peoplelearn. Isolating knowledge into separatedisciplines is an artificial way of analyzingwhat is to be learned.

Learning is part of life, not apart from life.Curriculum naust be experience-based andintegrated because people learn what theycare about. Learning experiences beginin life experiences.

Learning in one area reinforces or pro-vides the basis for learning in another areaand builds confidence that allows thelearner to move ahead in all areas. a-nion processing skills and common ways ofseeking out resources cut across all cur-riculum areas.

5. Environment

The total context for learning is the envi-ronment. The child is immersed in the en-vironment and learns from it at consciousand unconscious levels.

The young child interacts with the envi-ronment to acquire basic knowledge anddevelop concepts or understandings. Ex-periences are the interactions and activi-ties generated by the environment and bythe things and people in it.

A child filters new experiences through ascreen of environmental influences suchas family values, past experiences, cul-tural heritage. Environmental influenceson learning include

valuestraditionshistoryculturesocial normspolitical structures, andreligious heritages.

Because the child's perception is influ-enced by current and past environmentalinput, the child attaches unique meaningsto new experiences. Environments differfrom child to child, e.g., rural/urban; many/few opportunities; natural beauty; noiselevel; many/few siblings.


While everything in the environment formsa context for learning, the environmentdeveloped by teacher/caregivers builds onand expands children's day-to-day experi-

ences while also incorporating those'earnings and values important to the so-ciety.

Early Childhood Education: Role and PurposeLearning in the early years involves creat-ing a substructure for all future learning.In practice this means that each childshould be fully engaged and focused onwhatever learning is occuring at thatmoment. If the present moment is lived toits fullest, this habit of being contributesto a more creative and secure adulthood ina world that may include frequent changesin career or lifestyle.

Early learning occurs wherever the childisin the home, the neighborhood, school,on the sidewalk, in worship centers, inplaygrounds and parks. In an expandingenvironment the child moves from aware-ness of home to neighborhood, then to com-munity.

In addition, signals from all parts of theworld bombard the child with information.For example, the child sitting in a grocerycart sees produce from all over the UnitedStates and from all parts of the world andhears the electronic checkout, while theadults debate the environmental concernof "plastic or paper."

Besides experiences initiated by homeand school, contemporary life involves theyoung child in community programs andservices such as child care in other

people's homes or in centers, and in earlychildhood family education.

The child learns independently and withthe help of others

from exploring the physicalenvironment

from interactions with otherpeople

by sensing the emotionalenvironment

through experiences withlanguage

through using tools.

Learning occurs when childrenplayquestiontake part in informal learning

activitiesobserve and imitate othersmodel adults at workuse television, movies, and radiointeract with computer games, andtravel.

Early development in a supportive envi-ronment influences and enhances presentand future learning in many importantways. A broad base of experience in theearly years supports all future develop-ment and learning.


Early Childhood Education: Emerging Issue

In the contemporary world, change is aconstant and normal part of life, and therate of change is ever-increasing. As theprocess of change continues, events oritems generated by change may be in tran-sition. Learned skills are expanded orgive way to other, newer skills. While bothadults and children experience events thatmove too fast for them, children may adaptmore quickly to change than do adults.

Children are beginning a lifethat will be very different fromour own, and "their souls dwellin the house of tomorrow, whichyou cannot visit, not even inyour dreams."

Kahlil Gibran

Change is a vital influence on the develop-ment of young children and has importantimplications for all phases of early child-hood education. Children need opportuni-ties to learn strategies for managingchange.

A. Diversity in FamilyStructures and Roles

The diversity of family situations has im-plications for early learning. Childrenlive in an increasing variety of familygroupings. These structures include:

traditional two-parentadoptiveextendedsingle-parent

blendedsame-sexcommunalshared custody, andfoster families.

As the child witnesses a wider numberof new roles that family members havea: sumed, the possibilities for personal lifechoices are increased.

B. Diversity AmongChildren in Society

The ethnic and cultural strands in Ameri-can society are increased and broadenedby various contemporary trends. Diver-sity increases as society expands to in-clude more people of varied economicstatus, ethnicity, or handicapping condi-tions.

These influences includeindigenous peopleforced immigrationimmigration by choicetemporary integration of migrantspermanent integration or "settling

out" of former migrantsmultiracial familiesforeign adoptionintegration of children with

special needsrelocation of refugeesincreasing numbers of homeless

families, andnon-English speaking people.


Exposure to other cultures helps the childdevelop flexibility and openness to a greaterrange of thoughts, ideas, and ways of doingthings.

Some diversity and change also causesstress for families and children. Becausechildren have always been dependent inthe society, possibilities for certain trau-matic personal stresses have always beenpresent:

homelessnesshungerabuseneglectdivorcedeath, andillness.

Other children experience stresses ineveryday life, such as

curriculum pressuresschedules of working parentsparental expectationsextracurricular activitiestestingmultiple care providersfear of strangers, andunsupervised home experiences.

Children may be exposed to family stresses:chemical dependencyviolenceabuseunemployment or a new jobincarceration of a family membera new baby, andmoving.

Despite the undesirability of stress uponthe child and family, research shows thatchildren have a resiliancy and a capacity

to develop coping mechanisms at veryearly ages if given necessary support andstrategies.

C. Children's ActivitiesOutside the Family

Children spend a great deal of time withnon-family adults and children.

Child care /early education may involvepublic, private, or employer-

sponsored centersthe child's and other families'

homesbefore-and-after-school carerespite carelong-term care in the home or

hospital.

The child also participates in educationprograms and community or worship-center activities, joining other children orfamilies in

early childhood/special educationprograms

nursery school, Head Start,early childhood family education

programspark, library, and recreation

programsScouts, Camp Fireboys/girls clubs, YMCA/YWCA.

These kinds of activities provide a secureenvironment in which the child moves outfrom the family. Religious activities andclasses, often strongly endorsed by thefamily, also bring the child into interactionwith non-family adults and peers.

Model Learner Outcomes in Early Childhood Education: Birth to Nine Page 16

4110In addition to classes at school, the childmay take lessons in various fields of inter-est, talent, or special need, such as

swimming, skiing, ice skatingdance, music, drama, artgymnastics, baton, tenniscomputer, languagesreading, mathematics.

At the same time, some children also go tosummer camp or on excursions. Somemay take part in competitive sportsthrough organized athletic programs.

D. Changing Communities

The child and family experience changewithin their communities. Some commu-nities have capitalized on the early historyof their locale and have created interest-ing places to visit and learn.

New industry offers jobs and opportuni-ties. Good highways have brought com-munities closer together and increasedaccess to cultural opportunities.

The renewed interest in local artists andartisans enriches the whole community.There is an increasing appreciation for thenatural environment and a commitmentto protect rivers, lakes, and open land.

Change brings paradoxes of increasingand decreasing opportunities and chal-lenges

plants close, farms are foreclosed,mines shut down

workers may be retrainedfamilies relocatemergers and automation bring cut-

backs and new technologiesschools close, consolidate,

and share program 3ordinary health care may be less

available while extra-ordinary care is expanding

young people seek employment inthe cities

older citizens may return to theiroriginal communities

public transportation may belimited while private meansof travel expand.

Communities experience faster and ex-panded means of communication. Instantinformation and visual images are trans-mitted through a variety of technologicalmeans, including FAX machines, beepers,telephone and videotape recorders. Vaststores of data are broadly accessible, re-search is shared, and work processes areaccelerated or altered.

Modal Learner Outcomes in Early Childhood Education: Birth to Nine - Page 17

Conclusion: Timeless Goals for a New Century

As children grow and change, their entire lives are formed and shaped by the processof learning how to learn. Learning how to learn is essential in a changing world be-cause knowledge and skills are quickly outdated. In a changing world, learning how tolearn is a coping strategy, a basis for risk taking and creativity, a survival skill, a sourcefor problem solving, adaptation, and invention.

In thinking of the child in the process of becoming,In thinking of the changing world surrounding that child,In thinking of society's hopes and dreams for the child,A new set of "basic skills" emerges:

To act authentically.To interact effectively with others.To access and manage information resources.To appreciate and use personal resources.To adapt and change.To support change in others.To preserve and enhance the environment.To preserve and value cultural and historical heritages.


Chapter Three

Early Childhood Learner Outcomes

CHAp

E

3

Chapter Three

Early Childhood Learner Outcomes

Think of the ocean with its powerful waves,each wave made up of many drops of water.Alone each drop is nothing,but together they form the mighty oceanwhich supports life, bears up ships,carves and shapes the environment.

In somewhat this same way,Early childhood outcomes are the powerful movementsof development and learningand the combination of outcomesmake a strong individualwho functions in complex ways.

Development and Learning

Human development as a concept is seen as sequential andoccurring by certain chronological ages. Development asit actually occurs is not entirely predictable.

Individual children move through developmental stap.r.:s atdifferent rates. Children also vary in the evenness of growthacross physical, social, emotional, or intellectual areas.

Children may

exceed norms in one areaand have normal or delayed development in others;

have developmental delays andnever attain "age-appropriate" behavior;

have situational delaysand later catch up or surpass expectations;

excel in all areas of development.

Model Learner Outcomes in Early Childhood Education: Birth to Nine - Page 19C)

i..) j

Organization of Learner Outcomes and Indicators

Early Childhood LearnerOutcomes and Indicators

In broad strokes, the dramatic develop-ment and major attainments of younglearners in the first eight years of life areset forth in the model learner outcomes inearly childhood education.

In greater detail, the early childhood indi-cators present the developmental changesand new 'earnings that contribute to thecompetent nine-year-old. The indicatorsrepresent some of the most importantaccomplishments that individual childrenmay achieve in the early years. These ac-complishments are major steps toward at-taining the model learner outcomes inearly childhood education.

Areas of Emphasis

Both the outcomes and indicators reflectchild development research, current stan-dards of the early childhood profession,and needs of an increasingly diverse soci-ety. In addition, the outcomes have beendeveloped with attention to three areas:

1. State Board of Education goals

2. Taxonomies in psychomotor,cognitive, and affective areas

3. Concept emphases in Minnesotaschools on:

International/Global EducationMulticultural EducationGender Fair Education

The relationship to the State Board ofEducation goals is referenced to the earlychildhood outcomes in this chapter. Therelationships to the taxonomies and con-cept emphases, however, are not explicitlyshown in this publication.

Domains Usedfor Outcome and Indicators

The early childhood learner outcomes andindicators are divided into six domains:

PersonalSocialPhysicalAesthetic/CreativeCogni ayeCommunication

In this chapter, the early childhood out-comes for all domains are shown withoutany age-level indicators.

The domains are a somewhat arbitraryorganizational device for assuring that allareas will be planned and supported suffi-ciently. The indicators divide the domainsinto units which allow the content of adomain to be arranged into smaller clus-ters.

The outcomes and indicators of everydomain work together in the child, influ-encing and mutually supporting eachother. Learning, in actuality, does notoccur according to categories. The child'sbehavior is always an integration of all theoutcomes in all the domains into a func-tioning whole.

(-0-


Indicators Shown in Three FormatsThe early childhood indicators shown inChapter Five are divided into five agegroups:

Birth through 15 MonthsTwo-and-One-Half YearsFour-and-One-Half YearsSix-and-One-Half YearsNine Years

These age groups are somewhat arbi-trary checkpoints for observing children'sdevelopment during periods of rapidgrowth. The indicators for birth through15 months reflect major changes occur-

ring within that age span. The other agegroups show the accomplishments that aretypical for children at these age levels.

In Chapter Five the early childhood indica-tors are shown in three different formats:

1. Early childhood learneroutcomes and indicatorsby age levels for each domain

2. Indicators by age levelacross all domains.

3. Indicators by age levels forunits within domains

Early Childhood Learner Outcomes by Domains

We see a child in the process of becoming,We see the changing world surrounding this child,We see a child with a foundation for lifelong learning,We sense society's hopes and dreams for this child,

In a supportive learning environment,we strive for the accomplishment of the following outcomesfor all children.

ti 0Model Learner Outcomes in Early Childhood Education: Birth to Nine - Page 21

State Boardof

EducationGoals

B-3B-4B-5B-6B-7B-11B-12D-2F-1F-2I-11-21-31-51-6J-1J-2J-3J-4J-5L-1L-3L-4L-5M-5M-6

Outetnnes:

The child movesfrom total dependenceto a growing independence and self-reliance;

from uncontrolled expressions of feelings and emotionsto the ability to describe feelings verbally;

from a lack of self-awarenessto seeing one's self as a growing individual with self-confidence,self-understanding, and a range of potential roles;

from depending on others for care and protectionto assuming increased responsibility for personal health and safety;

from an inability to chooseto a growing ability to make responsible choicesaffecting self and others;

from random and spontaneous awarenessto becoming a self-motivated learner.


State Boardof

EducationGoals

B-2B-5B-10D-1D-3D-4E-1E-2E-4E-5E-7F-3G-1G-2G-3H-3I-4L-5M-2

Social OutcomesBirth to Nine

The child moves from no realization of a differencebetween self and others,through a primary concern for self,to a level of concern for others.

The scope of social interactions moves from early bondingwith a significant adult,through experiencing self as a part of family,to friendships and participation in the larger world.

In relationships with others,the child grows in abilities to cooperate,to serve as a resource, to negotiate,to lead and follow, to be a friend.


State Boardof

EducationGoals

A-6A-8B-1L -1

L- 3

L-5

3. Physical OutcomesBirth to Nine

Through exploring and manipulating the environment,the helpless and dependent babygrows into a self-sufficient and competent child of nine.

From being carried by another,through taking the first faltering ieps,the child moves to coordinated mastery of physical movement.

From random thrashing movements,through increasingly purposeful use of hands,to skillful, precise, and coordinated use of tools and technology,the child becomes a contributing member of the human family.

Physical development enhances cognitive growthas real actions bring understanding to abstract concepts.

.;


State Boardof

EducationGoals

A-5A-6A-7B-1B-13C-1C-2C-3C-4C-5H-2J-6L-5M-1

Cognitive OutcomesBirth to Nine

The mind of the is searching for meaning.This drive, or yearaing to know,is the basis for intellectual development.

As the child attaches meaningto perceived events and experiences,each new event is incorporatedinto the child's expanding image bank,providing for new approaches to tasks.

The child moves froma reliance on concrete objects and firsthand experiencesto an increasing ability to think more abstractly.

Through observing, listening, and making inferencesrelated to life experiences,the child becomes capable of complex thinking.

Curiosity motivates the child to solve problems,at first by trial and errorand later through using strategies, resources, and techniquesto test out hypothetical possibilities and Find solutions.

The child learns to acquire, organize, and use information inincreasingly complex ways.


State Boardof

EducationGoals

A-7A-8B-8C-2C-3C-4H-2K-2M-2M-4M-6

Aesthetic/Creative OutcomesBirth to Nine

The young child uses creative expression tocrystallize experience,reflect life,solve problems,communicate,and express feelings.

The child moves froman emphasis on exploration of artistic mediato more deliberateartistic expression, response, and interpretationof what is experienced or felt.

The child grows in appreciation of beautyand the diverse ways creative expression reflectssocial and cultural milieus.

Through understanding the essential elementsof artistic expression,the child develops personal judgmentabout what is aesthetically appealing.


State Boardof

EducationGoals

A-1A-2A-3A-4A-8B-15E-3E-6H-1H-2H-4M-1

ommunication OutcomesBirth to Nine

All of the young child's learning growsout of communication with self, others, and the environment,as meaning is attached to experiences, events, and interactions.

Communication is a processof giving and receiving nonverbal and verbal messages to

reflect self,share with another,test out ideas and feelings,construct shared meanings.

Communication grows from the first non-language interactionthrough listening and speaking with others,to using language in more formal waysthrough writing, reading, and interpreting skills.


Chapter Four

Translating Learner OutcomesInto Learning Opportunities

SChapter Four

Translating Learner OutcomesInto Learning Opportunities

Learning in the early years in-volves creating a substructurefor all future learning. In prac-tice, this means that each childshould be fully engaged in what-ever learning is accusing at thatmoment. If the present momentis lived to its fullest, this habit ofbeing contributes to a more crea-tive and secure adulthood in aworld that may include frequentchanges in career or lifestyle.

Early development in a suppor-tive environment influencesand enhances present and fu-ture learning in many impor-tant ways. A broad base of ex-perience in the early years sup-ports all future developmentand learning.

Principles and PracticesLearning in the early years rests on some basic principles of child action and related,supportive practices of those who interact with the child.

Trust in and Interaction withOther Persons

For the child, establishing basic trust inanother human being builds security fortaking risks and exploring. A child learnstrust through positive, consistent, and sig-nificant relationships with others who helpthe child derive meaning from the environ-ment.

Adults who honor what the young child isdoing sustain in the child the qualities ofinterest and persistence in learning. Sen-sitive adults help extend the child's learn-ing by listening, giving verbal support,questioning, offering additional materialsand opportunities.

Observation

A child's observation of the activities andinteractions of others contributes infor-mation, hypotheses to test, and an under-standing of social roles.

Ongoing observation of a child over timeand in a variety of settings helps the adultto plan for and meet the child's uniqueneeds.

Li


Freedom to Learn

A child learns from the opportunity tohave first-hand experiences and to reflectthem through various self-selected modesof expression. Assimilation of new skills isenhanced by ample time and varied oppor-tunities to practice self-chosen activitiesrepetitively.

The teacher provides opportunities forphysical exploration of space, a wide vari-ety of objects and materials, and time forthe child to discover and use them in self-chosen ways.

Making Choices

Through making choices, the child growsin confidence and self-awareness andmoves from dependence to responsibleindependence.

Adults meet the interests and needs ofchildren at diverse developmental levelsby providing many opportunities for chil-dren to choose.

Respect

A child is empowered to give respect whenthe child experiences respect.

Adults who demonstrate respect for thechild, for others, for the environment, andfor materials build a sense of security andself-esteem in the child.

Freedom to Make Mistakes

A child's freedom to use a trial-and-errorapproach to learning helps the child un-derstand that people can learn from mis-takes.

Attentive and observant adults honor theattempts of children to engage in activitiesand do not wait to reward only successfuloutcomes. The adult recognizes that mis-takes or misconceptions are importantclues to the child's developing thoughtprocesses.


Experiencing a Child-Centered Learning Environment

An observer feels -

a sense of excitement, joy, purpose-fulness

combined with relaxation, calmnessand peacefulness.

It is a nurturing environment whichis warm, welcoming, and secure.

An observer hears -

a hum of voices with no voicepredominating;

the blended harmony of variedactivities: music, construction,animal sounds, dramatic play,games;

individual or small group learningsessions.

An observer seesinteractions among -

children who appear to know whatthey are doing;

learners who are engaged, lively,and interested;

children moving freely, conversing,working, and playing together;

adults working with a small groupof children or observing interac-tions;

teacher/caregivers and other adultsworking as a team.

An observer seesa classroom which reflects -

participation and planning by thechildren,

cultures of the children andcommunity,

diversity and pluralism of widersociety,

'earnings related to everyday life,aesthetic appreciation through art,

artifacts, and music.

An outside observer sees a well-function-ing program in a responsive environmentand may not realize that this successfulprogram is totally dependent on theteacher's effective planning. Teacher/car-egivers know that it takes time, energy,resources to continuously monitor andadapt their program planning and im-plementation to reflect the growth, learn-ing, and changing needs of the peopleworking and learning together in that en-vironment.

v


Applying Components of Effective Practice

When the components of an effective early childhood program interact . ith changes insociety, there is a dynamic tension which can be challenging, creative, and productive.By using the stimulation of this dynamic tension, teacher/caregivers can plan qualitylearning opportunities for children.

e /S c o oliCo ID Ill II 11 jW>;"

Partnershipsi,',/

Curr iculumIntegration

4Lic

Figure 1. Components of an Effective Early Childhood Program


1. Child

The child is at the center of thelearning process. The child isnot a passive recipient of inputfrom all other people and eventsbut an active engineer of thechild's own learning. It is thechild as active learner who per-ceives, interprets, verifies, assimi-lates, consolidates, and createsmeanings for self and communi-cates meanings to others.

To create a child-centeredprogram, teacher/caregivers -

understand and appreciate thevalue of play for assisting thechild in organizing informationand experiences,

plan for developmentally appropri-ate practices, i.e., adapting to indi-vidual learner's needs while plan-ning for a group of children,

focus on learning, rather than onteaching,

emphasize process over product,

determine what may have meaningfor the child and relate learning ex-periences to the child's needs andinterests,

encourage interaction among chil-dren,

provide choices for the child throughopen-ended materials and activities,

help the child to integrate dailyexperiences and to make sense ofevents and experiences in the widerenvironment,

capitalize on the learning style whichis current or dominant in each childand provide opportunities to expandthe child's way of learning,

support the child in acquiring skills:observing to see what the child wantsto do, allowing the child to do whatthe child is capable of, and assistingwhen appropriate to avoid frustra-tion,

react sensitively to children experi-encing personal or family stresses,

value diversity within the classroomand the wider community through:

modeling and teachingthrough example that allpeople have value,

extending the concept of fam-ily to various group configu-rations through discussionsand activities,

helping children appreciatethose who are different andvalue their contributions,

encouraging children tobroaden their understand-ings of diverse family sys-tems,


broadening curriculum andenriching learning environ-ments by reflecting cultural,ethnic, and individual dif-ferences;

provide the amount of time and thelevel of assistance which supportsthe maximum effort by the child,

encourage the child's increasing in-terest span and participation inmore complex activities by respect-ing and supporting the child's play,

and recognize that the uniquenessof each child is expressed in differ-ent ways, patterns, and rates of de-velopment.

In evaluating whether a program ischild-centered, the teacher/caregiverasks -

Are children engaged in plan-ning and making choices daily?

Is self-initiated play respectedas an important means oflearn-ing?

Is play extended through propsthat reflect interests of children?

Are individual children's needsand interests known and usedin planning?

Are the abilities, needs, andinterests of the child assessedthrough a variety of informalmeans upon entering the pro-gram?

Is the child's progress docu-mented throughout the yearthrough such records as selectedwork samples, observations,tape recordings, checklists?

Are children able to participatein group activities at their ownlevel and pace?

Do all children have equal ac-cess and opportunity to partici-pate in all activities?

Are children's opinions and feel-ings accepted as valid?

Are children partners in deter-mining curriculum directions?

Are children's differing learn-ing styles accommodated?

Do adults guide children inlearning through discovery?

Is diversity among the childrenand in the community valuedand reflected in the program?

Does the program build on thechildren's experiences outsidethe classroom?

Do children have opportunitiesto apply classroom learning to avariety of experiences?

;_i


Are children encouraged to takerisks?

Is the program challenging foreach individual as well as beingsafe for all learners?

Is the focus of learning on theprocess of acquiring new infor-mation and abilities?

Do children gain satisfactionfrom problem solving, explor-

2. Home/School/CommunityPartnerships

Home, school, communitypartnerships have the samelong-term goal;the development of the child intoa self-actualizing individual.

To understand and plan for the childin the context of the family andcommunity, teacher/caregivers -

recognize that early learning occursin the context of an environmentcalled family,

value and trust parents as firstteachers of their children,

look for creative ways to establish-ongoing communication betweenschool and home,

seek information from parents abouttheir goals and aspirations for thechild,

plan jointly with the child and fam-ily to arrive at individualized goalsfor the child's learning,

establish a cooperative/collaborativeapproach to learning,

share the child's learning experi-ences with parents to relate schoolexperiences to everyday living,

clarify perceptions of home/schoolroles and values in helping childrenlearn,

are aware of the diversity of familyheritage, traditions, and values(cultural norms, religious orienta-tion, sex roles, competition/coop-eration, education, television, pri-vate property rights),

provide a forum, when appropriate,for parents to learn more aboutthe learning and development ofchildren,

recognize that minimal or non-existent family participation iscaused by many factors, but maynot be a measure of parents' inter-est in their child or the child's pro-gram,


know, understand, and be sensi-tive to the effect ;:f temporary orlong-lasting change on the childand family,

provide experiences relevant to thechild's background, keeping in minda range of differences in families,

draw on families as valuable re-sources, e.g., participation, culture,knowledge, skills, traditions, tal-ents,

recognize that others in the com-munity provide a nurturing sup-port system broader than a family,

show a willingness to serve as liai-son or partner in this system, whenappropriate,

help to identify resources in thecommunity for families experienc-ing stress or having special needs,

are aware of, build on, and sharethe child's other experiences andhelp the child integrate these expe-riences and derive meaning fromthem,

try to be aware of support and serv-ices families and children are re-ceiving, and link that support withwhat is happening in the learningsetting,

establish a collaborative approachto strengthening families throughcooperation among communityagencies and businesses,

recognize that mutual support isvital to successful collaboration.

In evaluating whether a programinvolves home/school/community,the teacher/caregiver asks -

Are families treated withrespect and as equals?

Is regular and frequent commu-nication between home andschool established through avariety of formal and informalmeans?

Is ongoing communication val-ued and individualized to dif-ferent family circumstances?

Do parents of all lifestyles, eco-nomic and educational levels,cultures, and ethnicities feelthey are partners in the educa-tion of their children?

Do parents and teachers sharetheir expectations and values?

Do parents and teachers sharetheir goals for the child and planjointly for reaching those goals?

Are parents informed aboutconcepts being studied at schooland encouraged to expand uponthese concepts?


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Are families encouraged to sharetheir talents, interests, or expe-riences?

Are families welcomed in theclassroom as observers or par-ticipants?

Does the teacher extend andsupport experiences, 'earnings,and attitudes the child bringsfrom home?

Are school staff aware of re-sources in the community whichstrengthen the classroom pro-gram or which support fami-lies?

Do school staff members pro-vide continuity between schooland community services?

Do school staff collaborate withcommunity agencies and busi-nesses to strengthen families?

Do school staff communicatewith and seek participation fromnon-parents in the community?

Do written comments on thechild's work serve as a way toreinforce the child and to con-vey to parents the child'sstrengths?

3. Interactions with Others

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To foster positive interaction whichsupports development, teacher/caregivers -

are accessible, respectful, and re-sponsive to children,

establish a nurturing climatethrough demonstrating a welcom-ing, caring attitude,

model positive and supportive in-teraction with children and adults,e.g., gentleness, calm, empathy,helpfulness, praising, welcoming,


use nonverbal supports such as atouch on the shoulder, a wink, asmile, a nod, a wave,

arrange an environment that is con-ducive to interaction:

organize space and equipment topromote group activities,

supply intriguing objects, issues,or ideas to stimulateconversation,

provide opportunities for smallgroups or pairs ofchildrento interact;

respond to child-initiated interac-tion by

giving full attention,discerning importance of the

topic to the child,taking time to listen,encouraging dialogue with ques-

tions and comments;

provide level of assistance that sup-ports 'ale child's maximum effort byoffering a guiding suggestion, al-lowing the child to accomplish atask with the least possible adulthelp, supplying needed tools orequipment,

encourage self-awareness and self-control by providing many oppor-tunities for making choices,

recognize that children have variedreasons for seeking out adults, e.g.,wanting a listener, looking for at-tention, needing reassurance, want-ing to engage in an activity, seekinginformation, or requiring physicalhelp,

recognize that listening closely toa child provides information usefulto the adult in supporting thechild's learning,

try to take the child's perspectivewhile

suspending judgment whenlistening,

listening for underlying feelingsor messages,

checking perceptions by reflect-ing back what the childhas said;

respond promptly and supportivelyto indications ofneed from the child,

acknowledge the child's requests,and if necessary, respectfully ex-plain reasons for delaying response,but follow up on a promise to re-spond later,

show the special importance of thechild's needs through warm,friendly attention during personalroutines, such as dressing and eat-ing,

initiate frequent conversationswith individual children while

maintaining a close physicalpresence,

reducing difference in height,giving full attention,using a conversational tone,showing genuine interest;

provide the amount of time the childneeds, e.g., waiting patiently, revis-ing schedule if necessary, observingbefore intervening,


praise in a way which gives specificinformation to the child, e.g., "Youmade Albert happy when youshared the book with him,"

use praise sparingly when the childis self-motivated and fully engagedin an activity,

use questioning strategies, e.g.,open-ended questions (cannot beanswered by yes or no), genuinequestions (the adult doesn't al-ready have the answer), testing (tofind out what the child knows),

use peer tutors to help childrenwho are having difficulty under-standing or acquiring skills,

let children have opportunities toresolve differences and support oneanother,

encourage established friendshipsand the development of new friend-ships through

allowing children to selectcompanions at work andplay

arranging activities that pairchildren who may havecommon interests,

involving the isolated childin a variety of groups,

participating in the group tomodel and encouragesocial skills;

provide opportunities for childrento use interaction skills (problemsolving, negotiation, cooperation,teaming) through group projects,

give strategies to children who havebehaviors that are socially ineffec-tive, e.g., bullying, bossing, with-drawing, teasing, tattling,

discussing with children what ishappening in their social interac-tion to help them

understand and handle theirfeelings,

identify the feelings of others,realize that common feelings

are shared by all people.

In evaluating the quality of adult/child and child/child interaction,the teacher/caregiver asks -

Does the teacher enjoy thecompany of children?

Does the teacher show respectfor other adults and childrenand treat them as equals?

Do children have frequent, indi-vidual opportunities to talk withthe teacher?

Does the teacher show genuineinterest in the ideas and activi-ties of other adults and chil-dren?

Does the teacher engage inpurposeful listening, friendlyconversation, and supportivenonverbal interactions?


Does the teacher encouragedialogue with open-ended ques-tions and expressions of inter-est?

Is there a balance of child-initi-ated and teacher-initiated inter-action?

Are children working and play-ing together in small groups?

Is there laughter and an oppor-tunity to see humor in dailyevents?

Does the teacher model andsuggest appropriate ways toexpress feelings and ask forwhat is needed?

Are children given help in un-derstanding the feelings of oth-ers?

Does the teacher allow childrento resolve conflicts and supporteach other?

Do children have choices in se-lecting companions or groups?

Are friendships among childrenfostered?

Are work and play groups flex-ible in membership?

Does the teacher provide strate-gies and opportunities for thechild having difficulty finding afriend or working within agroup?

Are clear and realistic expecta-tions and limits for classroomparticipation developed withchildren?

Do children have opportuni-ties to make rules within theirown peer group?


Athough knowledge in schoolsis divided into subject areas suchas social studies, science, andart, this is an imposed orderrather than the way peoplelearn. Children's learning is aholistic process which drawsfrom many content areas in anylearning situation. Learning inone area reinforces or providesthe basis for learning in an-other area, and builds confi-dence that allows the learnerto move ahead in all areas.

To integrate curriculum,teacher/caregivers -

provide the creativity, insight,and energy to see relationshipsand help learners to interconnect

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0 0


develop thematic units bringingtogether knowledge and skills frommany curriculum areas,

coordinate planning with otheradults, e.g., resource teachers;music, art, media, physical educa-tion specialists; aides, school work-ers, and other teachers,

incorporate and connect into theongoing curriculum the newlearnings gained from parents orindividuals who have special skills,

select concepts as a way of organiz-ing information, e.g., change, pat-terns, growth,

encourage the use of creative orcritical thinking skills in approach-ing all areas of knowledge,

analyze the content of a particularsubject area to make connectionswith other subject areas in present-ing information to children,

encourage children to look for con-nections and relationships betweenareas of learning,

promote projects through open-ended and cooperative activitiesthat use a variety of learning skillsand engage learners for several daysor weeks,

apply what is being learned in aconcrete way, e.g., through use ofmanipulative materials, field trips,collections of objects, play, recon-structions or reenactments,

schedule large blocks of time to in-tegrate communication skills withcontent areas,

allow ample time to clarify and bringmeaning to what is learned throughconversation, listening, question-ing, reporting, commenting,

provide interdisciplinary ap-proaches through organizing theenvironment to include

display materials, e.g., bulle-tin boards, shelves, tabletops;

information resources, e.g.,books, models, maps,videos;

tools, e.g., brushes, pencils,chalk, tools for cooking orconstruction;

raw materials, e.g., clay, paint,paper, cloth, sand;

containers, e.g., bottles, jars,boxes, baskets.

In evaluating whether a programhas an integrated curriculum, theteacher /caregiver asks -

Does the teacher see learningas a holistic, ongoing process forself and child?

Is the teacher curious about allaspects oflife, open to new ideasand approaches?

7---


Does the teacher reflect uponmeaning within experiences andinterrelationships across expe-riences?

Is the teacher comfortable withsaying "I don't know, but let'sfind out"?

Are large blocks of time used torelate new concepts to priorlearning, to discover connected-ness between areas oflearning,and pursue extensions or fur-ther applications of the topicsstudied?

Are reading, writing, andmathematics seen as tools touse in other learnings?

Are skills common to severalareas used to reinforcelearnings, e.g., measurement,reading, graphing, experimen-tation, construction?

Is there a special focus on devel-oping the strategies which canbe applied to all areas of learn-ing and become life skills, e.g.,problem solving, scientific in-vestigation, negotiation, crea-tive thinking?

Are activities planned in a waythat incorporates a number ofskills and learnings, e.g., cook-ing, theater, field trip, mediaproduction, long-term projects,reports?

Do concrete experiences formthe base for learning and arelearners encouraged to makeapplications of abstractlearnings to real-life situations?

Does the classroom climateencourage and support individ-ual investigation of questions,concepts, and ideas?

Do teachers use questions asway of stimulating creative andcritical thinking or encouragingdivergent responses?

Does the teacher plan jointlywith other teachers and resourcepeople to coordinate, consoli-date, or elaborate on learningexperiences?


5. Environment

The total context for learning isthe environment. The child is im=mersed in the environment >andlearns from it at conscious andunconscious levels.

The young child interacts withthe environment and the peopleand things in it to acquire basicknowledge and develop conceptsor understandings,

The child's self-initiated play is a pri-mary means of cognitive growth and learn-ing in the physical, social, emotional, andlanguage areas. Play creates opportuni-ties to gain essential learnings throughenvironmental interactions and to crea-tively recombine experiences into newideas and adventures.

Play provides -

a serious experimentation with fu-ture roles, relationships, and respon-sibilities,

a way of negotiating and solvingproblems with others,

a place to create one's own rules andlearn to be self-governing,

a place to experience living within arule structure,

a framework for integrating andgeneralizing learnings to everydaysituations,

a time to use information andskills acquired in more formallearning settings,

space to imagine, pretend, and in-vent,

a basis for creative thinking ("play-ing around with ideas"),

a chance to lead and a chance tofollow others,

a self-motivated activity whichbrings renewal and joy.

Teacher/caregivers contribute tothe child's play by -

recognizing the importance of playfor social, emotional, cognitive, andphysical growth,

allowing time and space for play,

recognizing the important learningsthat occur in play and building onthem afterwards,

understanding that play does notneed adult direction,

observing the child at play to gainknowledge of the child's interests,developmental levels, friendships,

modeling and encouraging play-fulness,

accepting, respecting, and takingseriously the child's play,


helping to find materials that aug-ment what the child is accomplish-ing in play,

occasionally entering into the playof children as an equal participant.

Teacher/caregivers see only part of thechild's interaction with the environmentthrough play. The child's play at home orin the neighborhood can be an opportunityto practice skills learned at school and togenerate new interests to share in theplanned learning environment.

Planning a LearningEnvironment

Although everything in the en-vironment forms a context forlearning, the environment de-veloped by teacher/caregiversbuilds on and expands children'sday-to-day experiences whileincorporating !earnings andvalues important to society suchas competence, confidence, andself-direction..

The adaptive and supportive environmentneeded to help children attain the modellearner outcomes takes a great deal of pre-planning. Observation and replanning bythe teacher/caregiver in consultation withthe children will give them ownership inthe learning community.

When a functional environment has beenarranged, it provides benefits for theteacher/caregiver in three areas:

a. teaching through arrangement ofmaterials to help learners see re-lationships, make connectionsamong ideas, and choose activities;

b. guiding behavior through ar-rangement of furniture, equipment,and materials;

c. managing tasks by facilitatingroutines through sharing responsi-bilities with children; by promotingindependence in obtaining, return-ing, and caring for materials; bysupporting smooth and independ-ent transitions.

Using the environment in this way freesthe teacher/caregiver to engage in moresatisfying and rewarding activities suchas interacting with individuals and smallgroups, participating in children's activi-ties, and observing and recording develop-ment of individual children.

Major elements for teacher/caregivers touse in planning the learning environmentinclude:

1. Space

2. Learning Materials andEquipment

3. Learning Experiences

4. Time


1. Space

The program setting sends clear mes-sages about expectations for behaviorand use of the environment. When theplanned learning environment reflectsand reinforces the goals of the programand developmentally appropriate prac-tice, it becomes a powerful teaching tooland a way of predicting, influencing, andmanaging behavior.

Three aspects of space to consider are:places where children can workand playadequate space around thesework areasclear paths which are created fortraffic flow.

Diverse and flexible use of space adaptsthe setting to many purposes, contribut-ing to individualized planning and an inte-grated curriculum. Places where childrencan work change in response to learners'interests, needs, and development.Changes need to occur in a context ofstability or predictability which providessecurity in the environment.

Creativity, aesthetic appreciation, and thecognitive outcomes ofthinking, reasoning,experimenting, and solving problems canbe encouraged and supported through flex-ible use of space. Both indoor and outdoorspace is arranged to promote physical de-velopment and social interaction. Per-sonal outcomes of autonomy, risk-taking,health and safety, and independence areaccomplished when space is arranged toencourage individual effort.

Supporting development at many levelsrequires large groups, small groups, andindividual spaces for children. Childrenoften find their own locations in the roomwhich become work/play areas. Thesemay be spaces on the floor, under a desk, orin a protected corner.

The arranged environment reflects theparticular groups of adults and childrenworking and learning in that setting. Theenvironment will also reflect a sensitivityto special needs of individuals within thegroup.

An appealing environment is warm andcomfortable, attractive, and welcoming. Achild sees interesting things to do, spacesthat are cozy and inviting, a world that isat the child's level.

2. Learning materials and equip-ment

The arrangement and display of materialssupports integration of the curriculum.Loughlin and Suina (1982) suggest a "pro-visioning framework" for equipping aclassroom through the use of six cate-gories:

Raw materials such as clay,sand, water, fabrics, paper, andconstruction materials

Tools such as staplers, rulers,brushes, scissors, binoculars,pencils

Information sources such asbooks, charts, pictures, models,living things

Model Learner Outcumes in Early Childhood Education: Birth to Nine - Page 45

Containers such as boxes, jars,baskets, folders, envelopes,racks, cages, trays

Work spaces such as tables,floors, mats, easels, charts

Display facilities shelves,racks, easels, bulletin boards,frames.

This framework allows for integration andapplication of learnings to various mate-rials and situations. Distributing materi-als from each category throughout theclassroom will enhance integration oflearnings.

For example, a child or children in onework space may use fabric, scissors, boxes,objects from nature, rulers, and books toexplore, to experiment, or to create a prod-uct with the opportunity to display theresults for others. Learning domainswhich might be involved in this exampleinclude social interaction, fine motorvelopment, measurement concepts, read-ing, writing, artistic expression, creativityand problem solving, independence, andcooperation.

Both open-ended and closed or struc-tured materials are included in the envi-ronment. Open-ended materials meet theneeds of children at all levels of develop-ment because the use of these materials islimited only by the child's imagination andcreativity.

Closed or structured materials are de-signed for a specific purpose and challengea child only when they are the right matchfor the child's developing skill. If these

materials are too difficult, the child isdiscouraged; if they are too easy, the childis bored. Because these materials haveone right way to be mastered, a goodsupply and a wide variety are needed tomeet the varying developmental levels ofthe children in the group.

Some materials and equipment have asingle use, such as a puzzle. Others aremore complex, e.g., a book can be read,viewed for the pictures, listened to, or thepages can be turned for the enjoyment oftheir hinge-like quality. Single-use mate-rials capture children's attention for shortperiods of time. However, when they arejuxtaposed with other materials, theyincrease the child's interest and attentionbecause they allow the child to create arelationship between or among them.

An adequate supply of materials is essen-tial to ensure a variety of choices for eachchild at the child's level of development.Materials may be old but in good repairand should be sturdy, clean, non-toxic,and appealing. Materials may be home-made, found, or commercial.

Materials are presented attractively atchild height, in varying combinations thatinvite creative use. The child can see andreach all materials easily and knows whatis available to expand or extend activities.

Age-appropriate props, toys, and equip-ment are chosen to encourage creative, co-operative, or independent play. Gamesare provided to enable children to play byrules or to negotiate rules and to work inpairs and small groups.

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3. Learning experiences

Child-selected or teacher/caregiver-planned learning activities are the pri-mary method of integrating curriculumand providing an experience base for con-cept development. Activities include adiversity of approaches to meet individuallearning styles.

Child-selected learning activities provideopportunities for independent learning,consolidation of previous learning, exten-sion of learning to new areas, sustainedinterest, and practice opportunities to re-fine skills. The teacher/caregiver's role inthis type of learning is informal and sup-portive of child-choice activities.

When teacher/caregivers plan for a wholegroup activity, the activity includes infor-mation at many different levels. One goalis for the group to have a common experi-ence and to share a common source of in-formation. However, each child will expe-rience the activity somewhat differentlybecause of individual development, inter-est, previous experience, and perception.A teacher/caregiver's secondary goal for agroup activity is to find specialized inter-ests for particular children which can beextended further on an individual basis.

4. Time

The dynamics of a program are importantas teacher/caregivers respond to individ-ual and group rhythms through: highintensity balanced by flowing types of ac-tivities, active/quiet times, short/extendedprojects. Flexible scheduling can accom-

modate both a child who needs more timeon a particular task and a child who canfinish that task quickly.

A sensitivity to individuals and groupswho require an extended period of time towork in depth on a project allows for realinvolvement, high interest, and learning.Teacher/caregivers plan flexible schedulesusing blocks of time rather than shortsegments.

Transition times are well-planned, flex-ible, and support the program goals. Infollowing a schedule, the teacher/caregiveradapts to the needs and interests of thechildren at particular times and on par-ticular days. Taking the time to buildupon a child's spontaneous contributionbuilds confidence and self-esteem, extendsand expands learnings, and shows respectfor the child.

Finding time to observe the actions andinteractions of children in a learning set-ting gives teacher/caregivers opportuni-ties to assess individual children's prog-ress. It also provides feedback to theteacher/caregiver about whether the learn-ing plans and environmental arrangementsare working.

0F.) ,


Evaluating the Learning Environment

In evaluating the environment,the teacher/caregiver reviews the

use of space.

Do different configurations of fur-niture lend themselves to private,paired, or small group work?

Is there private space for child be-longings and private space for adultbelongings?

Does everything in the room makesense from the height of the child?

Is there sufficient space surround-ing the work areas?

Do clear pathways define workspace and traffic areas?

Is the environment arranged so thatindividuals with special needs areable to participate in all activities?


use of materials and equipment.

Are chairs, tables, and equipmentcomfortable, correctly sized, andmanageable by the children?

Does the teacher have a comfort-able, low chair?

Are books, writing materials, andcreative materials distributedthroughout the room?

Do children have access to materi-als, know where they are and how toreturn them, and how to clean-up anarea?

In the environment, are there softelements such as animals, plants,cushions, stuffed toys, rugs, lamps,a rocking chair, sand, water,playdough, clay, pictures?

Are both open-ended and closedmaterials always available?

Are both single-use and complexmaterials in evidence?

Do materials lend themselves to con-crete learning, manipulation, andexperimentation?

Are materials used, respected, andkept in repair?

Are raw materials, tools, informa-tion resources, containers, displayfacilities available throughout theroom?

Does the environment include ma-terials that appeal to all ofthe senses,have a variety of textures, things tosmell, listen to, and taste?

Are found and natural collections ofmaterials used?


Are dramatic play areas supportedwith a variety of props?

Have children displayed their ownwork?

Is the outdoor area equipped andarranged for challenging and crea-tive play?


learning experiences.

Is each child able to select from arange of learning experiences or ac-tivities and a variety of work part-ners?

Are the experiences at the appropri-ate developmental level for individu-als and groups?

Do the activities support time spentin wondering and observing as wellas actively participating?

Is the child occasionally allowed tochoose not to participate in an activ-ity?

Is there a balance of child-choiceand teacher-planned activity?

In teacher-planned activities, is in-formation presented at many differ-ent levels?

Are activities reflective of a varietyof learning styles, diverse cultures,and previous experiences?


use of time.

Are children aware of the plans forthe day through conversations, plan-ning time, posted schedules, andannouncements?

Is the pacing of the program sensi-tive to variations among children intheir need for time?

Is there flexibility of schedulingwithin the planned time blocks?

Are transition times smooth, flex-ible, or individualized and also usedas learning times?

Are routine activities valued for de-veloping independence, self-help,socialization, and relaxation?

Is there a balance among high/lowintensity, active/quiet activities dur-ing the learning time?

Is time allowed for ongoing activi-ties which engage children for anextended period of time?


The teacher/caregiver brings together allof the components in the learning environ-ment to make it responsive to individualsand groups of young learners. Carefuland systematic observation, planning, andevaluation enable the implementationphase of the program to:

meet the individual needs, inter-ests, and learning styles of chil-dren;

integrate learning across all devel-opmental areas;

foster exploratory learning, crea-tive thinking, and critical thinking;

build confidence and competence;

facilitate personal development andsocial growth.

Teacher/Caregiver: Identity and Emerging Role

The teacher/caregiver of the child is -

A decision makerA professional and a lifelong learnerA nurturerA significant other for the childA mentor, guide, and modelA playful personA visionary and a futuristA global thinkerAn advocate for every childA risk-takerA facilitator and a connection-makerA dweller in the world of ideasA manager of practical necessitiesA challenging colleagueA collaboratorA creator


In any teaching day teacher/caregiversmake multiple decisions, sometimes un-der hurried conditions, with confidence inthemselves and trust in their own bestjudgment.

Awareness of patterns of young children'sdevelopment and of the learner outcomesenable the tee cher/caregiver to plan a richprogram for the entire group. Discoveringthe background, needs, interests, and abili-ties of each child in the group enables theteacher/caregiver to adapt the program toindividuals.

While the same long-term goals and learneroutcomes are appropriate for all children,the teacher/caregiver adapts the strate-gies, experiences, and materials of thelearning plan to help each child meet thosegoals.

Moni,oring each child's development andprogress in the program through recordedobservations, the collection of worksamples, anecdotal records, and informalevaluations provides the basis for adapt-ing and replanning both for individualsand for the entire group.

Adapting to Change in Teaching

The model learner outcomes in early child-hood education reflect current research onhow children learn, while existing prac-tices are often based on different assump-tions about how learning occurs. Chang-ing teaching practices to reflect new be-liefs and understandings is a deeply per-sonal process. The teacher/caregiver mayfirst recognize that children's needs arenot being mew by present practices.

The next step might be to learn more aboutnew beliefs and understandings throughreading, workshops, and observation ofothers' teaching. The teacher/caregiverbegins the process of change by question-ing present practices, at first privately andthen more publicly, with the support oflike-thinking colleagues.

G

Understanding often moves ahead of theability to change behavior, and thus thefirst experiments with new practices maybring feelings of inadequacy and frustra-tion. The courage to persevere in seekingchange begins with understanding and re-specting one's own personal style.

For example, tolerance for noise levels,messiness, and unstructured activitiesneed to be considered, as well as prefer-ences for teaming, cooperative planning,child guidance, and collaboration with par-ents. Teacher/caregivers must be patientwith their own rate of change.

Even when teacher/caregivers feel thatchanges are desired and necessary, firstefforts at change may not feel as comfort-able or be as successful as old ways. Cour-age! We may reach for a star and find itbeyond our grasp at first attempt, but thisadventure still allows a higher and longerreach than ever dreamed of.


Chapter Five

Outcomes and Indicators for AssessingDevelopment and Learning

AP

ER

5

Chapter Five

Outcomes and Indicators for AssessingDevelopment and Learning

Think of the ocean with its powerful waves,each wave made up of many drops of water.Alone each drop is nothing,but together they form the mighty oceanwhich supports life, bears up ships,carves and shapes the environment.

In somewhat this same way,Early childhood outcomes are the powerful movementsof development and learningwhile each early childhood indicatoris a single accomplishmentand togetherthey make a strong individualwho functions in complex ways.


Development and Learning

Human development as a concept is seen as sequentialand occurring by certain chronological ages. Development as it actually occurs is not entirely predictable.

Individual children move through developmentalstages at different rates. Children also vary in theevenness of growth across physical, social, emotional,or intellectual areas.

Children may

exceed norms in one areaand have normal or delayed development in others;

have developmental delays andnever attain "age- appropriate" behavior;

have situational delaysand later catch up or surpass expectations;

excel in all areas of development.

Early Childhood Outcomes

Early childhood learner outcomesare found in Chapter Three. Inbroad strokes the dramatic devel-opment and major attainments ofyoung learners in the first eightyears of life are set forth in themodel learner outcomes in earlychildhood education

Early Childhood Indicators

In greater detail the early child-hood indicators found in thischapter present the develop-mental changes and newlearnings that contribute to thecompetent nine-year-old. Theindicators represent some of themost important accomplish-ments that individual childrenmay achieve in the early years.These accomplishments aremajor steps toward attainingthe model learner outcomes inearly childhood education.


How Can the Early ChildhoodLearner Outcomes and Indicators be Used?

Early childhood learner outcomes are foundin Chapter Three. The indicators arepresented in this chapter. Outcomes andindicators identify age-appropriate andindividually appropriate learning for chil-dren from birth to age nine. They are nota grid into which to fit children.

Each child deserves a program that re-spects the child's unique needs and char-acteristics. Early childhood learner out-comes and the indicators provide direc-tion for early childhood programs inschool districts, Head Start centers, childcare centers, and all places adults are pro-viding education and care for young chil-dren.

Learner outcomes and indicators -

provide a basis for planning an ap-propriate curriculum that supportsall areas of a child's developmentthrough an integrated approach:personal, social, cognitive, physical,communication, and aesthetic/creative;

provide a scope of program offeringsto be integrated through the child'sexperiences into a functioning whole,

are not divided into subject areasbecause any activity that stimulatesone dimension of development andlearning stimulates all other areas,

provide a helpful tool to observe andunderstand a child's unique growthin the context of common develop-mental trends,

allow teacher/caregivers to providethe appropriate match between whatthe child is able to do now and whatnew learnings the child could be en-couraged to explore.


Organization of the Early Childhood IndicatorsIn this chapter, the early childhood indi-cators are organized in three differentways.

1. Early Childhood LearnerOutcomes and indicators by agelevels are shown for eachdomain.

This first format focuses on the contentof each domain and presents the totalscope of learning which occurs at eachlevel. This display is useful in assess-ing program continuity and in evaluat-ing programs.

Personal DomainBirth Through 15 MonthsAt Age 2.5 YearsAt Age 4.5 YearsAt Age 6.5 YearsAt Age 9.0 Years

Social DomainBirth Through 15 MonthsAt Age 2.5 YearsAt Age 4.5 YearsAt Age 6.5 YearsAt Age 9.0 Years

Physical DomainBirth Through 15 MonthsAt Age 2.5 YearsAt Age 4.5 YearsAt Age 6.5 YearsAt Age 9.0 Years

Cognitive DomainBirth Through 15 MonthsAt Age 2.5 YearsAt Age 4.5 YearsAt Age 6.5 YearsAt Age 9.0 Years

Aesthetic/Creative DomainBirth Through 15 MonthsAt Age 2.5 YearsAt Age 4.5 YearsAt Age 6.5 YearsAt Age 9.0 Years

Communication DomainBirth Through 15 MonthsAt Age 2.5 YearsAt Age 4.5 YearsAt Age 6.5 YearsAt Age 9.0 Years

2. Indicators are displayed byage across each domain

This second format focuses by agelevel on all domains. This format isuseful in planning for a group of chil-dren. A balanced program will takeinto account each domain of learningand development.

Birth Through 15 MonthsPersonal IndicatorsSocial IndicatorsPhysical IndicatorsCognitive IndicatorsAesthetic/Creative IndicatorsCommunication Indicators

At Age 2.5 YearsPersonal IndicatorsSocial IndicatorsPhysical IndicatorsCognitive IndicatorsAesthetic/Creative IndicatorsCommunication Indicators





3. Indicators for all age levels of aunit are displayed by domain.

This third format focuses on single unitswithin domains and presents the totalscope of learning for all age groups. Thisformat is useful in individualizing for chil-dren:

noting a child who exceeds the age-norms and planning enrichmentactivities;

providing additional help for a childwho is lacking an age-appropriateskill;

selecting individually appropriateactivities for children;

realizing that almost every child hasuneven development across the units.

Personal IndicatorsEmotional DevelopmentIndependenceSelf-ConceptHealth and SafetyMoral Development

Social IndicatorsSense of SelfSocial RelationsSocial Skills

Physical IndicatorsGross MotorFine Motor

Cognitive IndicatorsAttentionCuriosityPerceptionMemoryProblem SolvingLogical Thinking

Aesthetic/Creative IndicatorsCreatesRespondsEvaluates

Communication IndicatorsReceptive Communication -Receptive Communication -Receptive Communication -Expressive CommunicationExpressive CommunicationExpressive Communication

NonverbalListeningReading- Nonverbal

Speaking- Writing


I. Early Childhood Outcomes and Indicatorsby Age Levels Birth To Nine YearsFor Each Domain

e

Model Learner Outcomes i Early Childhood Education: Birth to Nine - Page 58

1. Personal OutcomesBirth to Nine

The child moves

from total dependenceto a growing independence and self-reliance;

from uncontrolled expressions of feelings and emotionsto the ability to describe feelings verbally;

from a lack of self-awareness,to seeing one's self as a growing individual with self-confidence,self-understanding, and a range of potential roles;

from depending on others for care and protectionto assuming increased responsibility for personal health and safety;

from an inability to chooseto a growing ability to make responsible choicesaffecting self and others.

from random and spontaneous awarenessto becoming a self-motivated learner.

6 t.


Personal Indicators: Birth Through 15 Months

Emotional Development

1. Expresses several clearlydifferentiated emotions:pleasure, anger, anxiety, or fear

2. Mirrors emotions of others

Independence

1. Begins to meet own needs, e.g.,puts self to sleep, amuses selfwith objects, calms self

2. Asserts self

Self-Concept

1. Distinguishes self from others

Health and Safety

1. Responds to prohibitions, e.g.,"hot," "no"

2. Relies on adults for protection

Moral Development

(Not applicable)

Personal Indicators at 2.5 Years


1. Uses emotions in attempt toexpress needs and desires:anger, rage, pouting, eagerness,joy, glee

2, Is just beginning to expressemotions verbally, e.g., "yuck,""hate you," "love you"

3. Laughs at non-threateningincongruities, e.g., disappearingobjects or funny movements

4. Responds to praise 76

5. Is beginning to sense andrespond to emotions in others

Independence

1. Begins to indicate needs verballyand nonverbally

2. Begins to meet own needs, e.g.,undresses and dresses self

3. Begins to entertain self withphysical activities and objects

4. Responds to verbal cues to inhibitactions



Independence - Continued

5. Develops a sense of autonomythrough assertiveness

6. Has the ability to separate fromprimary caregiver

Self-Concept

1. Shows pride and pleasure in newaccomplishments, e.g., climbs,scribbles, sings

2. Has an emerging sense of self,e.g., admires own appearance,identifies own space andpossessions

Health and Safety

1. Takes an interest in performinghealth routines, e.g., washinghands, brushing teeth

2. Trusts an adult to give accurateinformation about safety hazards

3. Uses an adult as support insituations perceived asthreatening

Moral Development

1. Begins to have an awareness ofwhat is acceptable andunacceptable



1. Is increasingly competent inrecognizing, understanding, andlabeling own emotions if labelshave been learneda. angerb. happinessc. sadnessd. fear or surprise

2. Is beginning to use words insteadof actions to express emotions

3. Responds to others' emotions,e.g., shows empathy

4. Is beginning to self-regulate andhandle emotions appropriately

5. Uses play to understand andrespond to own feelings, toexplore emotional states, and topractice new skills

6. Begins to see humor in everydaysituations and in stories andpictures

7.. Responds to praise and criticism


Personal Indicator at 4.5 Years

Independence

1. Begins to meet own needs, e.g.,eating, dressing, toileting, andgrooming

2. Begins to meet ownentertainment needs

3. Begins to exercise self-controlwith encouragement

4. Separates from primarycaregiver

5. Accepts other adults for supportand nurturing

6. Demonstrates emergingindependence:a. communicating physical needs

verballyb. asserting self with increasing

confidence

Self-Concept

1. Begins to experiment with ownpotential, e.g., tries out adultroles and imitates other children

2. Finds satisfaction in owncapabilities

3. Is developing awareness of selfas having certain abilities,characteristics, and preferences

4. Has a beginning awareness,knowledge, and acceptance ofown gender and ethnic identity

Health and Safety

1. Begins to be aware of basichealth habits, e.g., rest,nutrition, exercise, hygiene

2. Begins to identify potentialhealth and safety hazards, e.g.,electricity, water, traffic, poisons,tools and equipment, strangers,unfamiliar animals, dangers inthe environment, weather

3. Is beginning to identify and useappropriate safety and emergencypractices, e.g., wearing seat belts,dialing 911, avoiding strangers

4. Is able to identify differencesbetween appropriate andinappropriate touch between selfand adult

5. Responds to adult inquiries aboutchanges in body health, e.g.,abuse, injury, illness

6. Is beginning to move safelythrough space, being aware ofself, others, and environment

Moral Development

1. Begins to recognize what needs tobe shared and what can be owned

2. Begins to develop a sense offairness, e.g., taking turns,

ng a treat



1. Continues to identify, express,and think of solutions or actionsfor personal feelings

2. Begins to cope constructivelywith various emotional states:a.b.c.d.e.f.

rejectiondisappointmentfailurefrustrationsuccessexcitement

3. Begins to understand and acceptvarious emotional responses fromothers

4. Shares feelings of others

5. Recognizes humor in everydaysituations and expresses humorin word play, jokes, and actions

6. Is sensitive to praise andcriticism from adults and peers

Independence

1. Continues to achieve self-controlthrough: self-observation, self-guidance, and setting realisticlimits on own actions

79

2. Continues to demonstrateemerging independence by:a. meeting own physical needs,

e.g., hunger, cold, wetb. communicating physical needsc. relying on self to take care of

daily routines such as eating,dressing, toileting, andgrooming

3. Begins to meet own needs forentertainment, e.g., organizing orjoining peer groups, selectingprograms, choosing activities

4. Begins to meet responsibility forassigned tasks or chores withreminders

5. Continues to develop self-control,e.g.,a. follows rulesb. anticipates consequencesc. can internalize values

6. Begins to experience self-satisfaction from followingthrough on own interests

7. Seeks out other adults forsupport and nurturing

8. Continues to developindependence through:a. asserting preferencesb. judging fairnessc. voicing dissent



Self-Concept

1. Continues to explore new rolesand possibilities

2. Enjoys and takes pride in doingsomething well

3. Growing confidence in self as acapable individual

4. Continues to developunderstanding and appreciationof own growth and change

5. Begins to evaluate own activity

6. Is comfortable with own body,sex, self, and personal role

Health and Safety

1. Shows increasing understandingand use of positive health habits,e.g., rest and relaxation,nutrition, exercise, hygiene

2. Continues to identify potentialhealth and safety hazards,including chemical use/abuse

3. Is increasingly able to use correctemergency and safety procedures

4. Identifies changes in body healthand shares this information withan adult

5. Is beginning to treat own andothers' bodies with respect andbegins to understand appropriateand inappropriate touch

6. Makes use of preventive healthhabits, such as washing hands,covering mouth

Moral Development

1. Acts in ways that reflect aknowledge of other's rights

2. Grows in awareness of need tobalance individual and grouprights

3. Grows in ability to apply sense offairness to a social context, e.g.,everyone should have a place tolive




1. Is continuing to expandstrategies for constructivelycoping with rejection,disappointment, failure,frustration, success, praise,excitement

2. Shares emotions of othersshowing sympathy, joy, caring

3. Is continuing to develop a senseof humora. recognizes humorous

situationsb. tells jokes and funny stories

Independence

1. Is developing an ability to actresponsibly, e.g.,a. completes tasks without being

remindedb. takes care of personal

possessionsc. takes care of immediate

environmentd. continues to develop self-care

skills

2. Uses public or privatetransportation to extend personalenvironment

3. Communicates by phone andmail to expand personal contacts

81

4. Extends entertainmentopportunities to include newareas, locations, and groups

5. Begins to achieve self-controlthrough:a. self-observationb. self-guidancec. setting realistic limits on own

actionsd. relating actions to values

6. Is developing the capacity to beself-motivateda. can work without praiseb. can evaluate own effortsc. chooses to learn

7. Is learning to accept the need fordelayed gratification, e.g.,

waits for attention, turns, or achance to speakplans or works for a futurerewardcan defer pleasures or needswhen the need for delay isunderstood

a.

b.

c.

8. Gains self-sufficiency throughuse of adults and peers asresources

9. Shows assertiveness in defendingpersonal rights and beliefs



Independence - Continued

10. Is interested in accomplishmentand beginning to understandprocess:a. seeing the goalb. organizing workc. attending to detaild. .-evising and redoing, as

necessarye. bringing a task to completion

Self-Concept

1. Continues to see self as a personwith a range of potential roles

2. Has an appreciation of ownworth

3. Is a risk takera. not afraid to be differentb. able to laugh at selfc. seeks new experiencesd. has courage to try

4. Increases ability to evaluate ownwork

5. Values own sex role

Health and Safety

1. Takes conscious responsibility forhealth habits, e.g., personalhygiene, rest and relaxation,nutrition, exercise

2. Understands the importance ofavoiding misuse of alcohol, drugs,and tobacco, and of preventing thespread of communicable diseases

3. Takes conscious responsibility forsafety habits, e.g., bicycle, fire,skateboard, or water safety.

4. Is beginning to take consciousresponsibility for nutrition habits,e.g., healthful snacks, balancedmeals, breakfast

5. Begins to understand therelationship between care of selfand wellness

6. May promote health and safetypractices zealously, e.g.,eliminating smoking, preservingthe environment

Moral Development

1. Acts to safeguard rights of others

2. Has beginning awareness ofethical or unethical behavior

3. Judges actions of others

4. Begins to apply ethical standardsto own behavior

5. Has an emerging awareness ofsocial issues, e.g., threats tohealth, safety, and the environ-ment; personal and propertyrights; homelessness, and worldhunger

82Model Learner Outcomes in Early Childhood Education: Birth to Nine - Page 66

2. Social OutcomesBirth to Nine

The child moves from no realization of a differencebetween self and others,through a primary concern for self,to a level of concern for others.

The scope of social interactions moves from early bondingwith a significant adult,through experiencing self as a part of family,to friendships and participation in the larger world.

In relationships with others,the child grows in abilities to cooperate,to serve as a resource, to negotiate,to lead and follow, to be a friend.


Social Indicators:

Sense of Self as a Social Being

1. Differentiates self from another

2. Mirrors emotions of others

3. Imitates things the caregiverdoes

Social Relations

1. Responds to or initiates games,e.g., "pat-a-cake," blowingbubbles, turn-taking games

2. Can be comforted by familiaradult when distressed

3. Demonstrates an interest inadults and children

Birth through 15 Months

4. Relies on adult for physical andemotional support

5. Shows affection for familiarperson

Social Skills

1. Differentiates between familiarand unfamiliar people

2. Is beginning to adapt to stimula-tion of -grious people and places

3. Anticipates rituals and routines

4. Uses others to get basic needsand desires met

5. Explores objects with anotherperson as a basis for establishingpersonal relationships

Social Indicators at 2.5 Years


1. Is increasingly aware of others asdistinct from self

2. Is aware of others' feelings

3. Imitates behavior of adults andpeers

Social Relations

1. Demonstrates interest in playingwith other children

2. Enjoys participating in smallgroup activities for short periodsof time

3. Labels some children as friends


Social. Indicators a

Social Relations - Continued

4. Begins to realize others haverights and privileges

5. Enjoys adult attention andapproval

6. Expects adult support and help

7. Shows affection for familiarpeople

8. Is beginning to know who is inown family

Social Skills

1. Increasingly able to adapt todifferent people andenvironments

2. Begins to express some emotionsappropriately and withincreasing control

3. Begins to assert selfappropriately in some situations

4. May verbalize some feelings


1.. Begins to have empathy forothers

2. Demonstrates a sense of trustthrough:a, seeking help and assistanceb. seeking emotional support

from adults

Social Relations

1. Has increasing interest in beingwith other children

2. Begins to enjoy and functionsuccessfully as a member of agroup

rs a,

Social Relations - Continued

3. Develops close friendships

4. Begins to give and receivesupport from other children

5. Confides in adults

6. Is beginning to understandconcepts of family andneighborhood

Social Skills

85

1. Recognizes, understands, andlabels some emotional states inothers


Social Outcomes at 4.5 Years

Social Skills - Continued

2. Uses play to explore, practice,and understand social roles

3. Behaves in a way which reflects abeginning understanding ofothers' rights and privileges, e.g.,following rules, sharing, turn-taking, sometimes relating toothers in reciprocal ways

4. Successfully initiates contactswith peers and sustainsinteraction by cooperating,helping, sharing, expressinginterest

5. Attempts to solve problems withothers through language

6. Begins to show acceptance ofsimilarities and differencesamong people, e.g., gender,ethnicity, age, disability

7. Engages in helpful tasks

8. Imitates behavior



1. Begins to gain satisfaction fromgiving things and doing thingsfor others

2. Has a sense of self as a memberof a group

Social Relations

3. Develops close friendships

4. Begins to give and receivesupport from other children

5. Establishes friendly interactionswith adults other than parents

6. Begins to understand concepts offamily and neighborhood

1. Begins to prefer associating withchildren more than with adults

Social Skills2. Begins to enjoy and function

successfully as a member of agroup

1. Begins to understand and respectthat others may have a differentpoint of view


Social Outcomes at 6.5 Years


2. Becomes aware of a variety ofroles, careers, attitudes, andcultural values

3. Continues to expand social skills,e.g., cooperates, makes use ofrules, expresses interest in others

4. Sustains friendships andexpands circle of friends

5. Is beginning to find constructiveways for solving problems andconflicts without adult assistancea. apologizes or makes

restitutionb. compromises

6. Begins to accept mistakes in selfand others

7. Accepts and is sensitive toindividual differences amongpeople, e.g., gender, ethnicity,age, disability

8. Begins to adjust behavior inaccord with social expectations

9. Begins to make independentdecisions about whom to trust

10. Begins to play and workcooperatively in small and largegroupsa. produces a productb. works in assigned groupsc. works with self-selected

groupsd. takes turns and shares

11. Appreciates, accepts, andinteracts with people of allcultures

12. Tries out and tests relationshipswith friends and others



1. Is increasingly independent ofadults

2. Is developing a sense ofcommunity with others

Social Relations

87

1. Needs and enjoys caring adultswho are present but notcontrolling

2. Wants to belong to groups, butgroups remain flexible

Model Learner Outcomes .n Early Childhood Education: Birth to Nine - Page 71



3. Tends to select same-sex peers asfriends

4. Develops longer-lasting peerrelationships and friendships

5. Interacts with an expandingenvironment, including extendedfamily, school community,neighborhood, and city

Social Skills

1. Continues to develop anappreciation of others' worthand dignity

2. Continues to develop a sense ofeffective human relations, e.g.,being a friend, accepting andvaluing differences, empathy

3. Acknowledges the multiple roles,contributions, and abilities ofmales and females

4. Continues to expand social skills,e.g., understands a need for rulesand structure, suggests andnegotiates rules

5. Cooperates in pairs and groupsthrough both leading andfollowing

6. Requires less direct supervisionin all areas, e.g., home, learning,neighborhood

7. Appreciates diversity amongindividuals:a. strengths/limitationsb. handicapping conditionsc. maturationd. language variationse. cultural heritage

8. Is becoming aware of theimportance of being a good sport

0


3. Phys1,3a1 Outcomes -Birth to Nine

Through exploring and manipulating the environment,the helpless and dependent babygrows into a self-sufficient and competent child of nine.

From being carried by another,through taking the first faltering steps,the child moves to coordinated mastery of physical movement.

From random thrashing mcriements,through increasingly purposeful use of hands,to skillful, precise, and coordinated use of tools and technology,the child becomes a contributing member of the human family.

Physical development enhances cognitive growthas real actions bring understanding to abstract concepts.


Physical Indicators: Birth through 15 Months

Gross Motor Fine Motor

1. Maintains midline head control 1. Reaches for object

2. Rolls over 2. Picks up object or food withpalmar grasp

3. Crawls, creeps, or scoots3. Independently releases objects

4. Moves to sitting position4. Transfers objects hand to hand

5. Sits alone independently5. Reaches, grasps, and puts objects

6. Pulls to stand through half-kneelposition

in mouth

6. Pushes, pulls, and throws objects7. Crawls upstairs away from self

8. Crawls downstairs backwards 7. Manages more than two smallobjects with hand/grasp

9. Stands independently8. Isolates an index finger for

10. Takes steps with support poking or pushing small toy

11. Walks 9. Puts in and dumps out

Physical Indicators at 2.5 Years

Gross Motor

1. Walks backwards

2. Walks on uneven surfaces

3. Walks upstairs by placing bothfeet on each step and usingsupport

4. Climbs

5. Sits self in small chair fromstanding position

6. Rides small toy, pushing withfeet on ground

7. Traps a large ball


Physical. Indicators at 2.5 Years410

Gross Motor - Continued

8. Starts running

9. Moves to music

Fine Motor

S

1. Uses palmar grasp whenscribbling

2. Uses neat pincer grasp to finger-feed self

Gross Motor

3. Drinks from open cup withmoderate spillage

4. Uses spoon for self-feeding withsome spillage

5. Pulls zipper down

6. Paints with whole armmovement, shifts hands, makesstrokes


1. Begins to develop control of bodymovement, e.g., hopping,jumping, balancing, swinging,bending, stretching, walking,running, climbing

2. Continues to develop bodystrength and stamina in pulling,pushing, climbing, swinging;walking, running, climbing

3. Begins to develop bodycoordination, e.g., galloping,jumping, swinging, balancing,leaping, pedaling, swimming,dancing

4. Continues to develop bodyflexibility, e.g., running, dancing,climbing, wiggling, stretching,bending, crawling

5. Continues to develop largemuscle strength and coordinationwith large objects, e.g., throwing,bouncing, kicking, striking,pedaling, steering a vehicle,carrying, catching

6. Begins to move rhythmically tomusic

7. Begins to use equipment forphysical development, e.g., slides,swings, jungle gyms, balls, bats,tricycles, sleds

Fine Motor

1. Developing small muscle control,e.g., threading, stacking,reaching, building, assembling,rolling, releasing, grasping,kneading, drawing, cutting,pasting



Fine Motor - Continued

2. Developing small musclestrength, e.g., pounding,kneading, pulling, using tools,rolling, squeezing, scrubbing,pumping

Gross Motor

3. Developing eye-hand coordination,e.g., assembling, lacing, use ofutensils, sewing, folding, tearing,tracing, dressing skills, cutting,painting, drawing, self-help skills,pressing buttons, pulling levers


1. Begins to coordinate multiplephysical skills, e.g.,a. walking and hopping

together become skippingb. jumping and rope turning

become jumping ropec. grasping, swinging, and

balance become batting

2. Begins to use physical skills inorganized game activities

3. Continues to refinecoordination of individual grossmotor skills e.g., throwing,catching, running

4. While outside or in large openspaces, engages in playfulactivities that use a variety ofphysical skills (e.g., running,holding, balancing) whichresult in building strength,coordination, flexibility, andendurance

5. Is acquiring a conscious control ofbody and limbs and demonstratesmany ways in which each bodypart can move

6. Organizes and uses body andobjects to explore spatial concepts,e.g., over, under

7. Moves with smoothly integratedbody actions in a spontaneousmanner

8. Knows and applies safetyprecautions

9. Takes pride in own movements andinvolvement

10. Begins to respond to a variety ofrhythmic stimuli through bodymovements

11. Is able to appropriately useequipment for physicaldevelopment, e.g., climbingbars, bicycles, balls, bats, skates,

9,c), playground equipment


e


Fine Motor

1. Refines small muscle control andcoordination, e.g., drawing,cutting, folding, small-block andinterlocking construction,threading, screwing, playingjacks and marbles

2. Continues to develop smallmuscle strength, e.g.,hammering, digging, pushing,pulling, rolling, cranking

3. Begins to develop greatercoordination in using writingtools, keyboards, dialing, remotecontrols, computer games

4. Has established hand dominancefor right or left hand


Gross Motor

1. Exhibits more control over bodythrough refining locomotor skillsincluding skipping, hopping,jumping; catching, throwing,batting; balancing; climbing

2. Exhibits body strength andstamina in pulling, pushing,climbing, swinging; walking,running, climbing

3. Exhibits coordination andflexibility in running, dancing,climbing, crawling, skating,diving, swimming, biking

l

4. Continues to respond to a varietyof rhythmic stimuli through bodymovements individually and ingroups

5. Is able to appropriately useequipment for physicaldevelopment, e.g., jump ropes,skateboards, balls, bats, bikes,parachutes; gymnasticapparatus; playgroundequipment,

6. Enjoys activity for its own sakeindividually and through teamactivities/sports

7. Is self-motivated to perfectphysical skills through practice


Physical Indicators at d.O Years

Fine Motor

1. Refines control of small motorskills, e.g., aiming, writing,painting, keyboarding, videogames, musical instruments,woodworking, and cooking tools

2. Applies and integrates skills ofcoordination and strength withincreasingly complex dailyactivities


4. Cognitive Outcomes Birth to Nine

The mind of the child is searching for meaning.This drive, or yearning to know,is the basis for intellectual development.

As the child attaches meaningto perceived events and experiences,each new event is incorporatedinto the child's expanding image bank,providing for new approaches to tasks.

The child moves froma reliance on concrete objects and firsthand experiencesto an increasing ability to think more abstractly.

Through observing, listening, and making inferencesrelated to life experiences,the child becomes capable of complex thinking.

Curiosity motivates the child to solve problems,at first by trial and errorand later through using strategies, resourcef', and techniquesto test out hypothetical possibilities and find solutions.

The child learns to acquire, organize, and use informationin increasingly complex ways.

0gi


Cognitive Indicators: Birth Through 15 Months

Attention

1. Responds to own name

2. Responds to simple directions,e.g., "Where's kitty?"

Curiosity

1. Inquires into the environmentthrough exploration andmanipulation

Perception

1. Discriminates and adaptsto sounds and visual stimulationin the outside world

2. Uses all five senses to gaininformation

3. Recognizes own image in themirror

4. Perceives familiar objectsafter seeing only parts of them

Memory

1. Recognizes caregiver by voice

2. Recognizes objects and people

3. Imitates play demonstrated byothers

4. Anticipates from cues or soundsroutine activities, e.g., feeding,diapering

Problem Solving

1. Explores objects, e.g., grasps,puts in mouth, rolls on, stompson

2. Manipulates objects to discovereffects, e.g., shaking, banging,dropping

3. Positions self to reach andinteract with environment

4. Protects self by placing hand upor turning away as an objectcomes close

5. Makes needs known throughverbal and nonverbal cues

Logical Thinking

1. Purposefully reaches and graspsobjects

2. Purposefully performs an actionon an object to see the effect

3. Initiates an action to see anotherperson react

4. Begins to retain the memory ofan absent object, person, orevent

5. Recognizes the possibility of anabsent object or person toreappear


Cognitive Indicators at 2.5 Years

Attention

1. Has greater attention when touchand action are involved

2. Looks at storybook pictures withan adult

3. Returns to focus on somethingafter being distracted

4. Attends when adult's attentionis focused on child

5. Concentrates on activities ofchoice such as putting objectsinto a bottle

6. Attends to familiar songs,rhymes, and games

7. Matches like objects

Curiosity

1. Experiences self as an enthusias-tic explorer of the environment

2. Experiences self as one who hassome control of the environment

3. Investigates and inquires abouteverything experienced

4. Finds most things experiencedworth knowing about

Perception

1. Continues to rely on five sensesto gain information

2. Perceives rhythm in music andresponds

3. Recognizes some colors

4. Recognizes miniatures as repre-sentatives of real, known objects

5. Assembles simple puzzles

6. Matches like objects

Memory

1. Learns routines and expectsthem in the environment

2. Begins to recall and label recentevents, perceptions, and relation-ships

3. Begins to have a sense of what isacceptable and unacceptablebased on external controls

4. Responds to mention of absentobjects or people

5. Retains commands long enough torespond

6. Repeats parts of songs or poems

..97



Problem Solving

1. Uses locomotor skills to satisfycuriosity and to meet needs

2. Beginning to use language to solveproblems:a. makes needs knownb. responds to verbal directionsc. uses names of people and

objectsd. question through words or

gestures

3. Initiates some self-care

Attention

Logical Thinking

1. Expects the absent object orperson to reappear in theappropriate place or at theappropriate time

2. Sees similarities and differencesin concrete objects, events, andpersons

3. Begins to understand howobjects can be ordered andevents can be sequenced

4. Is able to group objects on thebasis of a single characteristicby labeling, matching, andsorting


1. Is increasingly able to focus onthe relevant task

2. Is beginning to screen outdistractions

3. Persists for longer periods of timeon child-initated tasks

4. Focuses attention on adult-directed tasks for short periods oftime

5. Can reproduce simple construc-tions from a model or after ademonstration

6. Shows increased attentionwhen manipulating objects

Curiosity

1. Is eager to know and to do

2. Believes in self as a learner

3. Experiences self as one withincreasing control of theenvironment



Curiosity- Continued

4. Finds excitement in discoveries

5. Is developing special interests

6. Continues to satisfy curiositythrough exploration and mani-pulation

Perception

1. Recognizes and may label like-nesses and differences in shapes,patterns, and figureb

2. Reproduces visual patterns

3. Recognizes and may label like-nesses and differences in sounds

4. Reproduces auditory patterns,e.g., clapping, singing

5. Begins to keep time to a rhythmicpattern

6. Is beginning to use a combinationof perceptual cues in tasks requir-ing attention to dimensions suchas color, shape, texture, or size

Memory

1. Describes: labels animate andinanimate objects, events, andprocesses

2. Gains increased ability to recallrecent and past events, percep-tions, relationships, labels

3. Begins to link past and presentinformation

4. With assistance, is developingsimple memory strategies

5. Is gaining skill in followingdirections

6. Remembers stories, poems, andsongs

Problem Solving

1. Seeks information by observing,asking questions of people, andexploring available materials

2. Practices to refine skills and gainmastery of tasks

3. Uses real-world experiences andphysical materials to solveproblemsa. measures through estimat-

ing using non-standardmeasures, e.g., string,blocks

b. notices patterns recurringin the environment

c. understands relationshipsbetween parts and whole

d. uses counting to determinehow much is needed

4. Begins to recognize differencebetween real and imaginedevents



Logical Thinking

1. Begins to organize informationby:a. classifying, e.g., grouping

blocks by color or shapeb. quantifying, e.g., compares

amounts of juicec. ordering, e.g., arranges blocks

by sized. ranking, e.g., decides which is

light, lighter, lighteste. sequencing, e.g., tells what

happened first, second, thirdf. analyzing, e.g., looking at

parts of a block structuresynthesizing, e.g., putting apuzzle together

h. seriating, e.g., biggest tosmallest

g.

2. Can use one object to representanother object which is not pres-ent, e.g., block to represent truck

3. Begins to understand symbolssuch as traffic signs, commerciallogos, restroom signs

4. Relates or associates informationby making simple comparisonsand generalizations and by form-ing simple cause/effecthypotheses

5. Reasons and solves problemsthrough inferring, concluding,beginning hypothesis testing,creative thinking, inventing


Attention

1. Attends to relevant variable forlonger periods

2. Beginning to attend to auditoryand visual stimuli while stilldependent upon tactile sense

3. Maintains attention through use,of additional sensory perceptionsin addition to touch

Curiosity

1. Likes to learn

2. Feels competent as a learner

3. Sees self as a contributing mem-ber of a learning community

4. Is eager to understand, see rela-tionships, and find meaning inan expanding environment

5.4 Ciottinues to identify specialtti rests, e.g., hobbies


/00


Perception

1. Continues to use the five sensesseparately and in combination togather data and make finerdiscriminationsa. uses visual, auditory, tactile/

kinesthetic, taste, and smellto perceive properties, charac-teristics, and attitudes

b. creates patterns and sees rela-tionships in the living andnon-living environments

2. Relies on the way of learning, orsensory modality, which is cur-rently dominant

3. Practices using less dominantmodalities of seeing, hearing,handling, tasting, or smelling

4. Begins to develop perceptualdiscrimination in using symbolicsystems: e.g., numeric, alpha-betic, musical, graphic, spatial

Memory

1. Remembers information, events,and experiences

2. Links past and present informa-tion

3. Develops memory strategies, e.g.,rhymes, lists, cues

4. Tells a coherent story, placingevents in correct order

Problem Solving

1. Solves everyday problemsthrougha. measuring, using simple

non-standard unitsb. seeing relationships: part/

whole, hazard/safeguardc. using tools to construct or

repair, cook or clean, recordinformation

d. exploring possibilities byrole playing

2. Begins to identify appropriateresources to solve problemsa. books, magazines,

televisionb. adults and other childrenc. museums, libraries, zoos,

stores, offices

3. Tries out unusual and/ormultiple solutions

4. Is continuing to recognize thedifference between real andimagined experiences

Logical Thinking

1. Begins to move from graphicrepresentation to symbolic, e.g.,picture of truck to word "truck"

101



Logical Thinking - Continued

2. Demonstrates increasing abilityto form conceptsa. observing attributes, e.g.,

color, shape, size, weightb. inferring characteristics,

e.g., soft/hard, light/heavy,thick/thin, loud/soft

c. attending to multipleattributes, e.g., color andshape, size and shape

d. verbalizing reasons forclassification

e. categorizing, e.g., animals,fruits, toys

f. justifying inclusion into orexclusion from classes orcategories

Attention

3. Is beginning to make predictionsand estimations based on priorexperiences, on observations, andon investigationa. generalizing and associatingb. predicts possible consequencesc. sees cause and effect relation-

ships

4. Is beginning to evaluate, makejudgments, and give reasons forchoices, preferences, beliefs, andactions


1. Attends for extended periods onself-selected activities

2. Is beginning to increase capacityto attend to adult-directed tasks

3. Has improved abilities to screenout distractions and focus on atask

Curiosity

1. Is more goal-directed in learning,e.g., interested in the product

3. Expands and deepens interestand involvement in under-standing increasingly complexideas

4. Thinks about possibilities neverexperienced

Perception

2. Is eager to share ideas, talents,skills 102

1. Is able to use sensory modalityappropriate to the situation

2. Refines, perceptual discrimina-tiorYin using symbolic systemse.g., numeric, alphabetic,musical, graphic, spatial

Mode] Learner Outcomes in Early Childhood Education: Birth to Nine Page 86


Perception - Continued

3. Attaches meaning to new experi-ences from an existing range ofstored perceptions

4. Creates and integrates patternsand relationships in the livingand non-living environments

Memory

1. Uses memory strategies, e.g.,rules, sayings, or mnemonicdevices

2. Uses recall as a basis for abstractthinkinga. predicts future eventsb. imagines ;gnat could bec. synthesizes past experiences

3. Applies recalled information andexperiences toa. develop imaginative playb. attach meaning to new

experiencesc. formulate needed rules

Problem Solving

1. Uses techniques to solve prob-lems, e.g., graphing, outlining,brainstorming, mapping, web-bing, organizing data

2. Uses resources to solve problems:a. knows where to find relevant

resourcesb. knows how to use resourcesc. knows how to use available

technology

3. Uses strategies to problem solvea. applies knowledge from past

experience to new problemsb. imagines hypothetical

possibilitiesc. compares several possible

solutions

4. Evaluates quality of own andothers' work, ideas, and opinions

Logical Thinking

1. Is becoming a problem solvera. identifying problemsb. considering possible causesc. locating resources to solve

problemsd. testing solutions

2. Is becoming a critical thinkera. comparing and contrasting

ideasb. analyzing conceptsc. synthesizing ideasd. relating parts to whole

3. Is becoming a scientific thinkera.b.c.d.e.

observingrecording datapredicting outcomesexperimentingdrawing conclusions

4. Is becoming an abstract thinkera. solving problems without

concrete materialsb. relating past, present, and

future



Logical Thinking - Continued

5. Is becoming a mathematicalthinkera. recognizing patterns and see-

ing relationshipsb. estimatingc. measures, using standard

measurement toolsd. understanding measurement

conceptse. using mathmetical processes

to solve problems

1. 0 t1


5. Aesthetic/Creative OutcomesBirth to Nine

The young child uses creative expression tocrystallize experience,reflect life,solve problems,communicate,and express feelings.

The child moves froman emphasis on exploration of artistic mediato more deliberateartistic expression, response, and interpretationof what is experienced or felt.

The child grow..i in appreciation of beautyand the diverse ways creative expression reflectssocial and cultural milieus.

Through understanding the essential elementsof artistic expression,the child develops personal judgmentabout what is aesthetically appealing.

105


Aesthetic/Creative Indicators - Birth through 15 Months

Creates

1. Is playful in trying out newthings, e.g., places a bowl onhead

2. Explores materials to gainunderstanding of their potential.

3. Explores and creates sounds,e.g., banging pots and pans

Responds

1. Responds to music

2. Shows interest in things, e.g.,books, mobiles, flowers, bugs,color

Evaluates

1. Shows preference for particulartoys or objects

Aesthetic/Creative Indicators at 2.5 Years

Creates Responds

1. Plays imaginatively 1. Sings and moves rhythmically

2. Scribbles, paints, molds 2. Views everything with interest

3. Creates own rhythms andsounds

3. Smells everything

4. Touches everything4. Uses realistic props to make

believe 5. Tastes things

5. Explores materials, e.g., water,bubbles, sand, boxes Evaluates

1. Shows preferences, e.g., for booksor stories, clothes, toys, foods,places



Creates

1. Explores and manipulatesmaterials and ideas in uniqueways for own pleasure

2. Begins to use a variety of mediafor self-expression, e.g.,construction, movement, sound,color, form, texture, language

3. Spends some time in day-dreaming and fantasy

4. Expresses own uniqueperspective by combiningmaterials, sounds, andmovement according to ownplan

Creates

Responds

1. Shows appreciation for thecreations of others

2. Has increasing awareness andsensitivity to nature, e.g., cloudformations, small animals,individual flowers, blowingleaves

Evaluates

1. Refines preferences to developmore focused tastes

2. Begins to develop objective basesfor aesthetic preferences

3. Is beginning to share aestheticjudgments


1. Continues to explore theproperties of art materials

2. Makes use of a variety ofapproaches for self-expression,e.g., dance, music, creativedramatics

3. Discovers characteristics ofmaterials and explores their usein a creative way

4. Continues to develop an attitudeof openness to diverseexperiences and to using avariety of materials

5.

10

Engages in creative experiencesindividually and in groupsthrough spontaneous andorganized creative activities



Responds

1. Continues to engage in art,music, drama, and other creativeactivities for enjoyment

2. Is aware of natural beauty, e.g.,in a waterfall or tree

3. Is aware of beauty that is madeby human beings, e.g., a bridge,dishes, textiles

4. Observes and listens to creationsof others with appreciation

Evaluates

1. Develops the ability to appreciateand identify the features of acreative product

2. Begins to explaik preferences forspecific aesthetic creations

3. Develops awareness of essentialelements, e.g., line, shape, color,texture, tool techniques


Creates

1. Seeks opportunities for personalartistic expression

2. Is becoming a creative thinkera. finds novel combinations and

uses for materialsb. thinks of new inventionsc. recognizes creativity in othersd. imagines hypothetical

possibilitiese. expands ability to pretend

3. Produces original worksa. composes stories or plays,

skits, comediesb. improvises sequential sounds

and rhythmsc. creates props, scenery, and

costumesd. uses different media for

expression, e.g., videotapes,films, photos

e. creates sculptures, pictures,dioramas

106f



Responds

1. Appreciates the artisticexpressions of othersa. art pictures and sculpturesb. poems or storiesc. musicd. dramae. architecture

2. Grows in appreciation of nature,e.g., seasonal changes, weather,landscapes, rivers, animals,lakes, and trees

3. Recognizes artistic contributionsof all cultures and of both womenand men

Evaluates

1. Reacts thoughtfully to artisticworks through having a wideexposure to creative techniquesand forms.

2. Is able to judge whether aparticular artistic expression haspersonal meaning

3. Expands understanding ofartistic works throughexploration of the lives and timesof artists, e.g., composers,writers, performers, painters,sculptors, photographers,architects

Evaluates - Continued

4. Is developing an awareness of theartistic contributions in diversecultures, e.g., music andinstruments; arts, includingtextiles and pottery; dances,rituals, buildings or structures,ceremonies and celebrations

5. Notices aspects of aethetics innew and routine experiences,e.g., line, color, shape, sounds,textures

X03


un"hiild's

:

learnng grovs

o u'!atOnWithothers,. and the environment,

s:ineaniT:Snched to experiences,' even0, and interactions.

Communication is ;a Processof giving and receiving nonverbal and verbal messages to

reflect seshare another,test out idea s and feelings:construct shared. meanings.

Communication s from the first non-language interactionugh listen and speaking within others,

to using a an more formal waysugh wri rea ing, ar 4 interpreting skills.


S Communication Indicators: Birth through 15 Months

Receptive Communication:Nonverbal

1. Attaches meaning to facialexpression, gesture, and touch

Receptive Communication:Listening

1. Begins to understand names offamiliar people and objects

2. Begins to understand andrespond to commands

3. Associates sounds with objects,persons, and actions

4. Seeks labels for objects andpeople

Receptive Communication:Prereading

1. Looks at picture books

2. Hears stories and poems read

Expressive Communication:Nonverbal

1. Uses gestures and facialexpressions to make wants andneeds known

Expressive Communication:Nonverbal - Continued

2. Uses gestures and facialexpressions to show feelings

3. Imitates, e.g., "So Big," "Peek-a-Boo," "Bye-Bye," "Pat-a-Cake"

Expressive Communication:Speaking

1. Understands that vocal signalsget wants and needs met

2. Vocalizes to initiate social contact

3. Babbles, using all types of sounds

4. Imitates speech sounds

Expressive Communication: Writing

1. Makes marks

2. Scribbles

111


Communication Indicators at 2.5 Years


1. Continues to attach meaning tofacial expression, gesture, andtouch

2. Begins to develop a sense of selfthrough nonverbal cues fromothers, e.g., smiles, hugs, frowns,indifference


1. Expands ability to understandnames of familiar people andobjects

2. Continues to understand andrespond to commands and otherconversation

3. Attends to adults' conversations

4. Listens to stories, rhymes, andmusic

5. Continues to seek labels forobjects and people

6. Begins to inhibit actions orbehavior on command


1. Selects books to look at

2. Shows preference for particularbooks

3. Likes to be read to

4. Recalls some stories

5. Retells stories that have beenheard


1. Use gestures and facialexpressions to make wantsand needs known

2. Uses gestures and facialexpressions to show feelings

3. Uses whole body to expressmoods and feelings

4. Pretends, e.g., sleeping, rockingwith arms, preening, singinginto microphone

. Imitates, e.g., finger play actions,motions with music, claps or taps

112


Communication indicators at 2.5 Years


1. Begins to verbalize some feelings

2. Participates in conversation

3. Responds to simple questions

4. Asks questions

5. Expands vocabulary rapidlya. labels familiar objects and

peopleb. labels actions

6. Plays with language sounds

Expressive Communication:Writing

1. Uses writing, drawing, orpainting tools

2. Represents ideas using picturesand non-conventional symbols

3. Begins to realize adultscommunicate through writing

4. Imitates writing behavior



1. Interprets, attaches meaning,and reacts to nonverbalbehavior, e.g., gestures, posture,action, facial expression

2. Develops sense of self throughnonverbal cues from others, e.g.,smiles, hugs, frowns, indifference


1. Listens appreciatively toconversations, stories, poems,music

2. Listens attentively, e.g., followsdirections, responds toquestions or comments

3. Begins to listen analytically,e.g., asks relevant questions,understands increasinglycomplex ideas

113




1. Begins to realize that the spokenword can be written down, e.g.,recognizes some symbols, namesor printed words

3. Pantomimes

4. Can initiate finger play actions

5. Imitates television, movie, orstory characters, animalmovements

2. "Reads" books for enjoyment, e.g.,looks at pictures, tells story from Expressive Communication:memory while turning Speakingpages

3. Is developing the ability to makefiner visual discrimination, e.g.,a. identifies size, shape, color,

directions such as top andbottom

b. discriminates some details

4. Is sensitive to interestinglanguage in stories, e.g., repeatedphrases, rhyming words,rhythmic patterns

5. Begins to identify with storycharacters and plots


1. Models nonverbal communica-tion, e.g., actions, gestures, facialexpression

2. Refines expressions of moodsand feelings through bodymotions and gestures

1. Produces understandable speech

2. Continues to expand speakingvocabulary and uses descriptivewords

3. Gains information, sharesinformation and feelings throughspeech

4. Begins to speak in thought unitsand in complete sentences

5. Wants to talk and question


1. Understands that writing is away of communicating

114

Model Learner Outcomes in Early Childhood Education: Birth to Nine Page , 8


Expressive Communication:Writing - Continued

2. Begins to develop writing skills:a. takes an interest in forming

lettersb. completes a variety of fine

motor activities successfully,e.g., puzzles, bead string, pegboards

c. uses a variety of writing toolssuch as chalk, pencils,markers, typewriter, fingers

d. uses a variety of writingsurfaces such as paper, chalk-board, sidewalk, snow, sand

3. Dictates thoughts and ideas toothers

4. Is beginning to understand andvalue that many forms of writtencommunications are permanent



1. Continues to interpret, attachmeaning, and react to nonverbalbehavior, e.g., gestures, action,posture, facial expression

2. Continues to develop sense of selfthrough nonverbal cues fromothers, e.g., smiles, hugs, frowns,indifference

3. Begins to understand standardgestures such as hitchhiking andreferee signals


11

1. Listens appreciatively to content,e.g., stories, poems, songs

2. Listens attentively to content,e.g., directions, ideas of others

3. Continues to listen analyticallyto information that can beinforming, persuading, orentertaining to evaluate what isheard and to respond to it

4. Listens marginally withcomprehension while attention isfocused on another subject ortask.



Receptive Communication:Listening - Continued

5. Is beginning to differentiatewhen to use different types oflistening

6. Understands different types ofquestions

7. Asks questions when meaning isnot understood

8. Understands that questions are apart of two-way communicationand the listener is responsible forresponding

Receptive Communication:Reading

1. Chooses books, stories, poems fora variety of purposes.a. enjoymentb. informationc. explorationd. fantasy

2. Brings own experiences to thereading encounter

3. Begins to make inferences fromstories and to anticipate storyoutcomes

4. Seeks reading materials in theenvironment, e.g., libraries,signs, waiting rooms, book-mobiles

5. Reacts to sensory images andresponds to the mood or tone of astory or poem

6. Begins to distinguish fact fromfantasy

7. Continues to identify with storycharacters and plots

8. Begins to identify motives andfeelings of story characters

9. Begins to unlock words through avariety of strategies including:a. picture cluesb. phonicsc. contextd. structural analysise. asking othersf configuration

10. Has a beginning sight vocabulary


1. Continues to model nonverbalcommunication, e.g., actions,gestures, posture, facialexpression

2. Conveys own feelings andimitates others throughexpression, gestures, postures

3. Uses body language thatreinforces speech

4. Pantomimes a story or scene withor without props



Expressive Communication:Nonverbal - Continued

5. Dramatizes television, movie, orstory character behaviors

6. Begins to use standard gesturesof the culture


1. Expresses thoughts and feelingsthrough a larger and richervocabulary

2. Begins to create original storiesbased on personal or imaginedexperiences

3. Shares confidences, plans, ideas,and feelings with friends

4. Uses speech to vent feelings

5. Contributes ideas to groupdiscussions

6. Is beginning to make relevantcontributions to a topic

7. Speaks in a group setting withconfidence

8. Is able to speak in completethought units and completesentences

9. Begins to u.e complex sentences

10. Begins to present events insequential order

11. Begins to control tone, . te, andvolume of speech to communicatemore effectively


1. Begins to understand thatwriting isa. a useful means of remember-

ingb. a way of communicating with

others who are not presentc. giving general information to

the publicd. advertising and sellinge. a way of capturing one's ideas

and fantasies

2. Is beginning to use writing for avariety of purposesa. journalsb. informational recordsc. functional notes and

announcementsd. letter messagese. creative writing

3. Begins to write creativelywithout a focus on mechanics,e.g., makes use of inventedspelling

4. Continues to use pictures alongwith writing to express ideas

5. Begins to dictate and write ideasin sentences

X17Model Learner Outcomes in Early Childhood Education: Birth to Nine - Page 101


Expressive Communication:Writing - Continued

6. Is aware that periods, capitals,commas, question marks, orexclamation points are used inwriting

7. Sometimes uses capitals andpunctuation in writing

8. Is acquiring knowledge of letter/sound relationships

9. Begins to be aware of alternativewriting systems and tools:Braille, rebus, computers,typewriters

10. Begins to edit with assistance



1. Continues to interpret, attachmeaning, and react to nonverbalbehavior, e.g., gestures, action,posture, facial expression

2. Continues to develop sense of selfthrough nonverbal cues fromothers, e.g., smiles, hugs, frowns,indifference

3. Is able to identify mixedmessages, i,e., the nonverbal cuesand spoken message are atvariance

4. Expands understanding ofstandard gestures in the cultureand learns gestures of othercultures


1. Demonstrates appreciativelistening, e.g., conversationswith peers, longer stories orspeeches, musical programs

2. Grows in ability to listen withoutinterrupting

3. Maintains listening comprehen-sion, e.g., follows a serial story ortelevision plot

4. Expands ability to listenanalytically, e.g., to makeconnections with what is alreadyknown, to evaluate what isheard, and to draw conclusions

5. Listens by screening outextraneous sounds



Receptive Communication:Listening - Continued

6. Can listen without visuals, e.g.,tapes, records, books

7. Asks questions to clarify meaning

8. Asks questions to extendmeaning, i.e., "How about...?What if...?"

9. Gains information throughlistening

10. Begins to distinguish betweenfact and fiction while listening

11. Begins to realize that alllisteners do not get the samemeanings from spoken message

Receptive Communication:Reading

1. Begins to understand the readingprocess as:a. a transaction between writer

and readerb. predicting, confirming/

disconfirming, comprehending

2. Reads for a variety of purposes,e.g., enjoyment, information, toappreciate the beauty of thelanguage, to broaden knowledge

3. Reads to learn more about theworld and to share vicariously inthe experiences of others

4. Begins to see similarities amongpieces of literature, e.g., themes,settings, characterization, plot

5. Begins to identify the author'sapproach, e.g., humor, adventure,mystery

6. Begins to identify and evaluatetraits of story characters

7. Begins to realize that all readersdo not get the same meaningsfrom printed materials

8. Begins to connect literature withlife experiences

9. Feels comfortable in questioningthe author's point of view

10. Uses a variety of reading cues toconstruct meaning:a. prior knowledge and

experiencesb. context

1. relates new informationto total content

2. syntax or grammaticalorder

c. sound/symbol relationships

11. Uses strategies appropriate todifferent content areas

119



Receptive Communication:Reading - Continued

12. Seeks sources of reading materialwithin and outside the schoolenvironmenta. newspapers, magazines,

comics, and booksb. environmental print, e.g.,

cereal boxes, billboards,posters, signs, T-shirts


1. Models and understandsnonverbal communication moreprecisely, e.g., actions, postures,gestures, facial expression

2. Continues to convey own feelingsand to imitate others throughexpression, gestures, postures

3. Uses body language to reinforcespeech or to create a comic effect

4. Continues to use pantomime withor without props

5. Dramatizes behaviors seen, readabout, or imagined

6. Expands use of standard gesturesof own culture and other cultures


1. Is beginning to express thoughts,opinions and feelings withclarity, precision, and richness ofword choices

2. Creates original stories withincreasingly complex content

3. Uses speech, includingspecialized language of the peergroup, to share confidences,plans, ideas, and feelings withfriends

4. Is beginning to use speech formore complex purposes:a. relating events with relevant

detailb. giving directions accuratelyc. explaining how to do

somethingd. telling a sequential story with

a beginning and endinge. framing questionsf. using social amenities such as

making an introductiongiving reportsnegotiating options

g.h.

5. Continues to use speech to ventfeelings

6. Contributes ideas to groupdiscussions and may help toguide the discussion


Commu.nication Indicators at 9.0 Years

ExpressiveCommunication:Writing

1. Chooses to write for enjoyment

2. Uses a variety of writing genre:reports, stories, poems, lyrics,letters, lists, messages, journals,critiques

3. Develops an idea and givessupporting details in a paragraph

4. Clarifies own thinking throughwriting

5. Uses process writing, e.g.,prewriting, drafting, review orconferencing, editing, publishing

6. Begins to internalize processwriting and use it independently

7. Learns to spell by writing andreading

8. Is moving toward conventionalityin spelling and grammar

9. Is beginning to use mechanics ofwriting:a. ending punctuationb. internal punctuation, e.g.,

commas, quotation marksc. capitals

10. Uses pictures, diagrams, andgraphics to convey meaning

/2i


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Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

107

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: B

irth

Thr

ough

15

Mon

ths

Atte

ntio

n

Cog

nitiv

e In

dica

tors

Aes

thet

ic/C

reat

ive

Indi

cato

rs

Prob

lem

Sol

ving

Cre

ates

1.R

espo

nds

to o

wn

nam

e1.

Exp

lore

s ob

ject

s, e

.g.,

gras

ps, p

uts

in m

outh

, rol

ls o

n,1.

Is p

layf

ul in

tryi

ng d

u:. n

ew th

ings

, e.g

., pl

aces

ast

omps

on

bow

l on

head

2.M

anip

ulat

es o

bjec

ts to

dis

cove

r ef

fect

s, e

.g.,

shak

ing,

2.E

xplo

res

mat

eria

ls to

gai

n un

ders

tand

ing

of th

eir

Cur

iosi

tyba

ngin

g, d

ropp

ing

pote

ntia

l

2.R

espo

nds

to s

impl

e di

rect

ions

, e.g

., "W

here

's k

itty?

"

1.In

quir

es in

to th

e en

viro

nmen

t thr

ough

exp

lora

tion

and

Posi

tions

sel

f to

rea

ch a

nd in

tera

ct w

ithm

anip

ulat

ion

envi

ronm

ent

Perc

eptio

n4.

Prot

ects

sel

f by

pla

cing

han

d up

or

turn

ing

away

as

anob

ject

com

es c

lose

1D

iscr

imin

ates

and

ada

pts

to s

ound

s an

d vi

sual

stim

ulat

ion

in th

e ou

tsid

e w

orld

5.M

akes

nee

ds k

now

n th

roug

h ve

rbal

and

non

verb

al c

ues

2.U

ses

all f

ive

sens

es to

gai

n in

form

atio

nL

ogic

al T

hink

ing

3.IN

cog

nize

s ow

n im

age

in th

e m

irro

r1.

Purp

osef

ully

rea

ches

and

gra

sps

obje

cts

4.Pe

rcei

ves

fam

iliar

obj

ects

aft

er s

eein

g on

ly p

arts

2.Pu

rpos

eful

ly p

erfo

rms

an a

ctio

n on

an

obje

ct to

see

the

of th

emef

fect

Mem

ory

3.In

itiat

es a

n ac

tion

to s

ee a

noth

er p

erso

n re

act

1.R

ecog

nize

s ca

regi

ver

by v

oice

2.R

ecog

nize

s ob

ject

s an

d pe

ople

3.Im

itate

s pl

ay d

emon

stra

ted

by o

ther

s

4.A

ntic

ipat

es f

rom

cue

s or

sou

nds

rout

ine

activ

ities

,e.

g.,

feed

ing,

dia

peri

ng

4.B

egin

s to

ret

ain

the

mem

ory

of a

n ab

sent

obj

ect,

pers

on, o

r ev

ent

5.R

ecog

nize

s th

e po

ssib

ility

of

an a

bsen

t obj

ect o

rpe

rson

to r

eapp

ear

3.E

xplo

res

and

crea

tes

soun

ds, e

.g.,

bang

ing

pots

and

pans

Res

pond

s1.

Res

pond

s to

mus

ic

2.Sh

ows

inte

rest

in th

ings

, e g

., bo

oks,

mob

iles,

flow

ers,

bug

s, c

olor

Eva

luat

es1.

Show

s pr

efer

ence

for

par

ticul

ar to

ys o

r ob

ject

s

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

ePa

ge 1

08

O

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: B

irth

Thr

ough

15

Mon

ths

Com

mun

icat

ion

Indi

cato

rs

Rec

eptiv

e C

omm

unic

atio

n: N

onve

rbal

Exp

ress

ive

Com

mun

icat

ion:

Spe

akin

g

1.A

ttach

es m

eani

ng to

fac

ial e

xpre

ssio

n, g

estu

re,

1.U

nder

stan

ds th

at v

ocal

sig

nals

get

wan

ts a

nd n

eeds

met

and

touc

h

Rec

eptiv

e C

omm

unic

atio

n: L

iste

ning

1.B

egin

s to

und

erst

and

nam

es o

f fa

mili

ar p

eopl

ean

d ob

ject

s

2.B

egin

s to

und

erst

and

and

resp

ond

to c

omm

ands

3.A

ssoc

iate

s so

unds

with

obj

ects

, per

sons

, and

act

ions

4.Se

eks

labe

ls f

or o

bjec

ts a

nd p

eopl

e

Re,

?pa

ve C

omm

unic

atio

n: P

rere

adin

g

1.L

ooks

at p

ictu

re b

ooks

2H

ears

sto

ries

and

poe

ms

read

Exp

ress

ive

Com

mun

icat

ion:

Non

verb

al

1.U

ses

gest

ures

and

fac

ial e

xpre

ssio

ns to

mak

ew

ants

and

nee

ds k

now

n

2.U

ses

gest

ures

and

fac

ial e

xpre

ssio

ns to

sho

w f

eelin

gs

Imita

tes,

e.g

., "S

o B

ig,"

"Pe

ek-a

-Boo

," "

Bye

-Bye

,""P

at-a

-Cak

e"

2.V

ocal

izes

to in

itiat

e so

cial

con

tact

3B

abbl

es, u

sing

all

type

s of

sou

nds

4.Im

itate

s sp

eech

sou

nds

Exp

ress

ive

Com

mun

icat

ion:

Wri

ting

1.M

akes

mar

ks

2.Sc

ribb

les

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

109

2.E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 2

.5 Y

ears

Pers

onal

Ind

icat

ors

Em

otio

nal D

evel

opm

ent

1.U

ses

emot

ions

in a

ttem

pt to

exp

ress

nee

ds a

ndde

sire

s: a

nger

, rag

e, p

outin

g, e

ager

ness

, joy

, gle

e

2,Is

just

beg

inni

ng to

exp

ress

em

otio

ns v

erba

lly,

e.g.

, "yu

ck,"

"ha

te y

ou,"

love

you

"

3.L

augh

s at

non

-thr

eate

ning

inco

ngru

ities

, e.g

.,di

sapp

eari

ng o

bjec

ts o

r fu

nny

mov

emen

ts

4.R

espo

nds

to p

rais

e

5.Is

beg

inni

ng to

sen

se a

nd r

espo

nd to

em

otio

ns in

othe

rs

Inde

pend

ence

1.B

egin

s to

indi

cate

nee

ds v

erba

lly a

nd n

onve

rbal

ly

2.B

egin

s to

mee

t ow

n ne

eds,

e.g

., un

dres

ses

and

dres

ses

self

3.B

egin

s to

ent

erta

in s

elf

with

phy

sica

l act

iviti

esan

d ob

ject

s

4.R

espo

nds

to v

erba

l cue

s to

inhi

bit a

ctio

ns

5.D

evel

ops

a se

nse

of a

uton

omy

thro

ugh

asse

rtiv

enes

s

6.H

as th

e ab

ility

to s

epar

ate

from

pri

mar

y ca

regi

ver

Self

-Con

cept

1.Sh

ows

prid

e an

d pl

easu

re in

new

acc

ompl

ishm

ents

, e.g

.,cl

imbs

, scr

ibbl

es, s

ings

2H

as a

n em

ergi

ng s

ense

of

self

, e.g

., ad

mir

es o

wn

appe

aran

ce, i

dent

ifie

s ow

n sp

ace

and

poss

essi

ons

Hea

lth a

nd S

afet

y

1.T

akes

an

inte

rest

in p

erfo

rmin

g he

alth

rou

tines

,e.

g., w

ashi

ng h

ands

, bru

shin

g te

eth

2.T

rust

s an

adu

lt to

giv

e ac

cura

te in

form

atio

n ab

out

safe

ty h

azar

ds

3.U

ses

an a

dult

as s

uppo

rt in

situ

atio

ns p

erce

ived

as

thre

aten

ing

Mor

al D

evel

opm

ent

1.B

egin

s to

hav

e an

aw

aren

ess

of w

hat i

s ac

cept

able

and

unac

cept

able

Soci

al I

ndic

ator

sSe

nse

of S

elf

as a

Soc

ial B

eing

1.Is

incr

easi

ngly

aw

are

of o

ther

s as

dis

tinct

fro

m s

elf

2.Is

aw

are

of o

ther

s' f

eelin

gs

3Im

itate

s be

havi

or o

f ad

ults

and

pee

rs

Soci

al R

elat

ions

1.D

emon

stra

tes

inte

rest

in p

layi

ng w

ith o

ther

chi

ldre

n

2.E

njoy

s pa

rtic

ipat

ing

in s

mal

l gro

up a

ctiv

ities

for

shor

t per

iods

of

time

3.L

abel

s so

me

child

ren

as f

rien

ds

4.B

egin

s to

rea

lize

othe

rs h

ave

righ

ts a

nd p

rivi

lege

s

5.E

njoy

s ad

ult a

ttent

ion

and

appr

oval

6E

xpec

ts a

dult

supp

ort a

nd h

elp

7.Sh

ows

affe

ctio

n fo

r fa

mili

ar p

eopl

e

8.Is

beg

inni

ng to

kno

w w

ho is

in o

wn

fam

ily

Soci

al S

kills

1.In

crea

sing

ly a

ble

to a

dapt

to d

iffe

rent

peo

ple

and

envi

ronm

ents

2.B

egin

s to

exp

ress

som

e em

otio

ns a

ppro

pria

tely

and

with

incr

easi

ng c

ontr

ol

3.B

egin

s to

ass

ert s

elf

appr

opri

atel

y in

som

esi

tuat

ions

4.M

ay v

erba

lize

som

e fe

elin

gs

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Birt

h to

Nin

e -

Pag

e 11

0

2.E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 2

.5 Y

ears

Phys

ical

indi

cato

rsC

ogni

tive

Indi

cato

rs

Gro

an M

otor

Atte

ntio

n1.

Wal

ks b

ackw

ards

1.H

as g

reat

er a

ttent

ion

whe

n to

uch

and

actio

nar

e in

volv

ed2.

Wal

ks o

n un

even

sur

face

s2.

Loo

ks a

t sto

rybo

ok p

ictu

res

with

an

adul

t3.

Wal

ks u

psta

irs

by p

laci

ng b

oth

feet

on

each

ste

pan

d us

ing

supp

ort

3.R

etur

ns to

foc

us o

n so

met

hing

aft

er b

eing

dis

trac

ted

4.C

limbs

4.A

ttend

s w

hen

adul

t's a

ttent

ion

is f

ocus

ed o

n ch

ild

5.Si

ts s

elf

in s

mal

l cha

ir f

rom

sta

ndin

g po

sitio

n5.

Con

cent

rate

s on

act

iviti

es o

f ch

oice

suc

h as

put

ting

obje

cts

into

a b

ottle

6.R

ides

sm

all t

oy, p

ushi

ng w

ith f

eet o

n gr

ound

6.A

ttend

s to

fam

iliar

son

gs, r

hym

es, a

nd g

ames

7.T

raps

a la

rge

ball

7.M

atch

es li

ke o

bjec

ts

8.St

arts

run

ning

Cur

iosi

ty9.

Mov

es to

mus

ic

Fine

Mot

or1.

Exp

erie

nces

sel

f as

an

enth

usia

stic

exp

lore

r of

the

envi

ronm

ent

1.U

ses

palm

ar g

rasp

whe

n sc

ribb

ling

2.E

xper

ienc

es s

elf

as o

ne w

ho h

as s

ome

cont

rol o

fth

e en

viro

nmen

t2.

Use

s ne

at p

ince

r gr

asp

to f

inge

r-fe

ed s

elf

3.In

vest

igat

es a

nd in

quir

es a

bout

eve

ryth

ing

3.D

rink

s fr

om o

pen

cup

with

mod

erat

e sp

illag

e4.

Find

s m

ost t

hing

s w

orth

kno

win

g ab

out

4.U

ses

spoo

n fo

r se

lf-f

eedi

ng w

ith s

ome

spill

age

Perc

eptio

n5.

Pulls

zip

per

dow

n1.

Con

tinue

s to

rel

y on

fiv

e se

nses

to g

ain

info

rmat

ion

6..

Pain

ts w

ith w

hole

arm

mov

emen

t, sh

ifts

han

ds,

mak

es s

trok

es2.

Perc

eive

s rh

ythm

in m

usic

and

res

pond

s

3.R

ecog

nize

s so

me

colo

rs

4.R

ecog

nize

s m

inia

ture

s as

rep

rese

ntat

ives

of

real

,kn

own

obje

cts

5.A

ssem

bles

sim

ple

puzz

les

6.M

atch

es li

ke o

bjec

ts

Mem

ory

1.L

earn

s ro

utin

es a

nd e

xpec

ts th

em in

the

envi

ronm

ent

2.B

egin

s to

rec

all a

nd la

bel r

ecen

t eve

nts,

per

cept

ions

,an

d re

latio

nshi

ps

3.B

egin

s to

hav

e a

sens

e of

wha

t is

acce

ptab

le a

ndun

acce

ptab

le b

ased

on

exte

rnal

con

trol

s

4.R

espo

nds

to m

entio

n of

abs

ent o

bjec

ts o

r pe

ople

5.R

etai

ns c

omm

ands

long

eno

ugh

to r

espo

nd

6.R

epea

ts p

arts

of

song

s or

poe

ms

Prob

lem

Sol

ving

1.U

ses

loco

mot

or s

kills

to s

atis

fy c

urio

sity

and

tom

eet n

eeds

2.B

egin

ning

to u

se la

ngua

ge to

sol

ve p

robl

ems:

a.m

akes

nee

ds k

now

n

b. c. d.

resp

onds

to v

erba

l dir

ectio

nsus

es n

ames

of

peop

le a

nd o

bjec

tsqu

estio

n th

roug

h w

ords

or

gest

ures

3In

itiat

es s

ome

self

-car

e

Log

ical

Thi

nkin

g

1.E

xpec

ts th

e ab

sent

obj

ect o

r pe

rson

to r

eapp

ear

inth

e ap

prop

riat

e pl

ace

or a

t the

app

ropr

iate

tim

e

2.Se

es s

imila

ritie

s an

d di

ffer

ence

s in

con

cret

e ob

ject

s,ev

ents

, and

per

sons

3.B

egin

s to

und

erst

and

how

obj

ects

can

be

orde

red

and

even

ts c

an b

e se

quen

ced

4.Is

abl

e to

gro

up o

bjec

ts o

n th

e ba

sis

of a

sin

gle

char

acte

rist

ic b

y la

belin

g, m

atch

ing,

and

sor

ting

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

111

2.E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 2

.5 Y

ears

Aes

thet

ic/C

reat

ive

Indi

cato

rsC

reat

es

1.P

lays

imag

inat

ivel

y

2.S

crib

bles

, pai

nts,

mol

ds

3.C

reat

es o

wn

rhyt

hms

and

soun

ds

4.U

ses

prop

s to

mak

e be

lieve

5.E

xplo

res

mat

eria

ls, e

.g.,

wat

er, b

ubbl

es, s

and,

box

es

Com

mun

icat

ions

Ind

icat

ors

Rec

eptiv

e C

omm

unic

atio

n: N

onve

rbal

1.C

ontin

ues

to a

ttach

mea

ning

to fa

cial

exp

ress

ion,

gest

ure,

and

touc

h

2.B

egin

s to

dev

elop

a s

ense

of s

elf t

hrou

gh n

onve

rbal

cue

sfr

om o

ther

s, e

.g.,

smile

s, h

ugs,

frow

ns, i

ndiff

eren

ce

Rec

eptiv

e C

omm

unic

atio

n: L

iste

ning

Res

pond

sI.

Exp

ands

abi

lity

to u

nder

stan

d na

mes

of f

amili

arpe

ople

and

obj

ects

1.S

ings

and

mov

es r

hyth

mic

ally

2.C

ontin

ues

to u

nder

stan

d an

d re

spon

d to

com

man

ds a

nd o

ther

con

vers

atio

n2.

Vie

ws

ever

ythi

ng w

ith in

tere

st3

Atte

nds

to a

dults

' con

vers

atio

ns3.

Sm

ells

eve

ryth

ing

4.Li

sten

s to

sto

ries,

rhy

mes

, and

mus

ic4.

Tou

ches

eve

ryth

ing

5.C

ontin

ues

to s

eek

labe

ls fo

r ob

ject

s an

d pe

ople

5.T

aste

s th

ings

6.B

egin

s to

inhi

bit a

ctio

ns o

r be

havi

or o

n co

mm

and

Eva

luat

es

1.S

how

s pr

efer

ence

s, e

.g.,

for

book

s or

sto

ries,

clot

hes,

toyi

food

s, p

lace

s

Rec

eptiv

e C

omm

unic

atio

n: P

rere

adin

g

I.S

elec

ts b

ooks

to lo

ok a

t

2.S

how

s pr

efer

ence

for

part

icul

ar b

ooks

3.Li

kes

to b

e re

ad to

4.R

ecal

ls s

ome

stor

ies

5.R

etel

ls s

torie

s th

at h

ave

been

hea

rd

Exp

ress

ive

Com

mun

icat

ion:

Non

verb

al

1.U

ses

gest

ures

and

faci

al e

xpre

ssio

ns to

mak

e w

ants

and

need

s kn

own

2.U

ses

gest

ures

and

faci

al e

xpre

ssio

ns to

sho

w fe

elin

gs

3.U

ses

who

le b

ody

to e

xpre

ss m

oods

and

feel

ings

4P

rete

nds,

e.g

., sl

eepi

ng, r

ocki

ng w

ith a

rms,

pre

onin

g,si

ngin

g in

to m

icro

phon

e

5.Im

itate

s, e

.g.,

finge

r pl

ay a

ctio

ns, m

otio

ns w

ithm

usic

, cla

ps o

r ta

ps

Exp

ress

ive

Com

mun

icat

ion:

Spe

akin

g

1.B

egin

s to

ver

baliz

e so

me

feel

ings

2.P

artic

ipat

es in

con

vers

atio

n

3.R

espo

nds

to s

impl

e qu

estio

ns

4.A

sks

ques

tions

5.E

xpan

ds v

ocab

ular

y ra

pidl

ya.

labe

ls fa

mili

ar o

bjec

ts a

nd p

eopl

e

h.la

bels

act

ions

6.P

lays

with

lang

uage

sou

nds

Exp

ress

ive

Com

mun

icat

ion:

Wri

ting

1.U

ses

writ

ing,

dra

win

g, o

r pa

intin

g to

ols

2.R

epre

sent

s id

eas

usin

g pi

ctur

es a

nd n

on-c

onve

ntio

nal

sym

bols

3.B

egin

s to

rea

lize

adul

ts c

omm

unic

efe

thro

ugh

writ

ing

4.Im

itate

s w

ritin

g be

havi

or

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

112

1 36

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns:

4.5

Yea

rs

Pers

onal

Ind

icat

ors

Em

otio

nal D

evel

opm

ent

1.Is

incr

easi

ngly

com

pete

nt in

rec

ogni

zing

, und

erst

andi

ng,

and

labe

ling

own

emot

ions

if la

bels

hav

e be

en le

arne

da.

ange

rb.

happ

ines

sc.

sadn

ess

d.fe

ar o

r su

rpri

se

2.Is

beg

inni

ng to

use

wor

ds in

stea

d of

act

ions

to e

xpre

ssem

otio

ns

3.R

espo

nds

to o

ther

s' e

mot

ions

, e.g

., sh

ows

empa

thy

4.Is

beg

inni

ng to

sel

f-re

gula

te a

nd h

andl

e em

otio

nsap

prop

riat

ely

5.U

ses

play

to u

nder

stan

d an

d re

spon

d to

ow

n fe

elin

gs,

to e

xplo

re e

mot

iona

l sta

tes,

and

to p

ract

ice

new

ski

lls

6.B

egin

s to

see

hum

or in

eve

ryda

y si

tuat

ions

and

inst

orie

s an

d pi

ctur

es

7.R

espo

nds

to p

rais

e an

d cr

itici

sm

Inde

pend

ence

1.B

egin

s to

mee

t ow

n ne

eds,

e.g

., ea

ting,

dre

ssin

g,to

iletin

g, a

nd g

room

ing

2.B

egin

s to

mee

t ow

n en

tert

ainm

ent n

eeds

3.B

egin

s to

exe

rcis

e se

lf-c

ontr

ol w

ith e

ncou

rage

men

t

4.Se

para

tes

from

pri

mar

y ca

regi

ver

5.A

ccep

ts o

ther

adu

lts f

or s

uppo

rt a

nd n

urtu

ring

6.D

emon

stra

tes

emer

ging

inde

pend

ence

.a

com

mun

icat

ing

phys

ical

nee

ds v

erba

llyb.

asse

rtin

g se

lf w

ith in

crea

sing

con

fide

nce

3C

Self

-Con

cept

Beg

ins

to e

xper

imen

t with

ow

n po

tent

ial,

e.g.

, tri

es o

utad

ult r

oles

and

imita

tes

othe

r ch

ildre

n

2.Fi

nds

satis

fact

ion

in o

wn

capa

bilit

ies

3.Is

dev

elop

ing

awar

enes

s or

?e:

f as

hav

ing

cert

ain

abili

ties,

cha

ract

eris

tics,

rpr

efer

ence

s

4.H

as a

beg

inni

ng a

war

enes

s, k

now

ledg

e, a

nd a

ccep

tanc

eof

ow

n ge

nder

and

eth

nic

iden

tity

Hea

lth a

nd S

afet

y

Beg

ins

to b

e aw

are

of b

asic

hea

lth h

abits

, e. g

., re

st,

nutr

ition

, exe

rcis

e, h

ygie

ne

2B

egin

s to

iden

tify

pote

ntia

l hea

lth a

nd s

afet

y ha

zard

s,e.

g., e

lect

rici

ty, w

ater

, tra

ffic

, poi

sons

, too

ls a

nd e

quip

-m

ent,

stra

nger

s, u

nfam

iliar

ani

mal

s, d

ange

rs in

the

envi

ronm

ent,

wea

ther

3.Is

beg

inni

ng to

iden

tify

and

use

appr

opri

ate

safe

ty a

ndem

erge

ncy

prac

tices

, e.g

, w

eari

ng s

eat b

elts

, dia

ling

911,

avoi

ding

str

ange

rs

4.Is

abl

e to

iden

tify

diff

eren

ces

betw

een

appr

opri

ate

and

inap

prop

riat

e to

uch

betw

een

self

and

adu

lt

5.R

espo

nds

to a

dult

inqu

irie

s ab

out c

hang

es in

bod

yhe

alth

, e.g

., ab

use,

inju

ry, i

llnes

s

6.Is

beg

inni

ng to

mov

e sa

fely

thro

ugh

spac

e, b

eing

awar

e of

sel

f, c

'her

s, a

nd e

nvir

onm

ent

Mor

al D

evel

opm

ent

1.B

egin

s to

rec

ogni

ze w

hat n

eeds

to b

e sh

ared

and

wha

t can

be

owne

d

2.B

egin

s to

dev

elop

a s

ense

of

fair

ness

, e.g

., ta

king

turn

s, s

hari

ng a

trea

t

Soci

al I

ndic

ator

s

Sens

e of

Sel

f as

a S

ocia

l Bei

ng

1.B

egin

s to

hav

e em

path

y fo

r ot

hers

2.D

emon

stra

tes

a se

nse

of tr

ust t

hrou

gha.

seek

ing

help

and

ass

ista

nce

b.se

ekin

g em

otio

nal s

uppo

rt f

rom

adu

lts

Soci

al R

elat

ions

2. 3. 4. 5.

Has

incr

easi

ng in

tere

st in

bei

ng w

ith o

ther

chi

ldre

n

Beg

ins

to e

njoy

and

fun

ctio

n su

cces

sful

ly a

s a

mem

ber

ofa

grou

p

Dev

elop

s cl

ose

frie

ndsh

ips

Beg

ins

to g

ive

and

rece

ive

supp

ort f

rom

oth

er c

hild

ren

Con

fide

s in

adu

lts

6.Is

beg

inni

ng to

und

erst

and

conc

epts

of

fam

ily a

ndne

ighb

orho

od

Soci

al S

kills

Rec

ogni

zes,

und

erst

ands

, and

labe

ls s

ome

emot

iona

lst

ates

in o

ther

s

2.U

ses

play

to e

xplo

re, p

ract

ice,

and

und

erst

and

soci

alro

les

3.B

ehav

es in

a w

ay w

hich

ref

lect

s a

begi

nnin

gun

ders

tand

ing

of o

ther

s' r

ight

s an

d p.

ivile

ges,

e.g

.,fo

llow

ing

rule

s, s

hari

ng, t

urn-

taki

ng, s

omet

imes

rel

atin

gto

oth

ers

in r

ecip

roca

l way

s

4.Su

cces

sful

ly in

itiat

es c

onta

cts

with

pee

rs a

nd s

usta

ins

inte

ract

ion

by c

oope

ratin

g, h

elpi

ng, s

hari

ng, e

xpre

ssin

gin

tere

st

5.A

ttem

pts

to s

olve

pro

blem

s w

ith o

ther

s th

roug

hla

ngua

ge

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

113

BE

ST C

Cpi

r'ry7

r,

(('o

ntin

ued

on n

ext p

age)

1'7

2.E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns:

4.5

Yea

rs

Soci

al I

ndic

ator

sC

ontin

ued

Soci

al S

kills

- C

ontin

ued

6.B

egin

s to

sho

w a

ccep

tanc

e of

sim

ilarit

ies

and

diffe

renc

esam

ong

peop

le, e

.g.,

gend

er, e

thni

city

, age

. dis

abili

ty

7.E

ngag

es in

hel

pful

task

s

8.Im

itate

s ad

ult b

ehav

ior

Phys

ical

Ind

icat

ors

Gro

ss M

otor

1.B

egin

s to

dev

elop

con

trol

of b

ody

mov

emen

t, e.

g.,

hopp

ing,

jum

ping

, bal

anci

ng, s

win

ging

, ben

ding

,st

retc

hing

, wal

king

, run

ning

, clim

bing

2.C

ontin

ues

to d

evel

op b

ody

stre

ngth

and

sta

min

a in

pulli

ng, p

ushi

ng, c

limbi

ng, s

win

ging

; wal

king

, run

ning

,cl

imbi

ng

3.B

egin

s to

dev

elop

bod

y co

ordi

natio

n, e

.g.,

gallo

ping

,ju

mpi

ng, s

win

ging

, bal

anci

ng, l

eapi

ng, p

edal

ing,

swim

min

g, d

anci

ng

4.C

ontin

ues

to d

evel

op b

ody

flexi

bilit

y, e

.g.,

runn

ing,

danc

ing,

clim

bing

, wig

glin

g, s

tret

chin

g, b

endi

ng,

craw

ling

5.C

ontin

ues

to d

evel

op la

rge

mus

cle

stre

ngth

and

coor

dina

tion

with

larg

e ob

ject

s, e

.g.,

thro

win

g,bo

unci

ng, k

icki

ng, s

trik

ing,

ped

alin

g, s

teer

ing

ave

hicl

e, c

arry

ing,

cat

chin

g

6.B

egin

s to

mov

e rh

ythm

ical

ly to

mus

ic

7.B

egin

s to

use

equ

ipm

ent f

or p

hysi

cal d

evel

opm

ent,

e.g.

,sl

ides

, sw

ings

, jun

gle

gym

s, b

alls

, bat

s, tr

icyc

les,

sle

ds

Fine

Mot

or

1.D

evel

opin

g sm

all m

uscl

e co

ntro

l, e.

g., t

hrea

ding

,st

acki

ng, r

each

ing,

bui

ldin

g, a

ssem

blin

g, r

ollin

g,re

leas

ing,

gra

spin

g, k

nead

ing,

dra

win

g, c

uttin

g,pa

stin

g

2.D

evel

opin

g sm

all m

uscl

e st

reng

th, e

.g.,

poun

ding

,kn

eadi

ng, p

ullin

g, u

sing

tool

s, r

ollin

g, s

quee

zing

,sc

rubb

ing,

pum

ping

3.D

evel

opin

g ey

e-ha

nd c

oord

inat

ion,

e.g

., as

sem

blin

g,la

cing

, use

of u

tens

ils, s

ewin

g, fo

ldin

g, te

arin

g, tr

acin

g,dr

essi

ng s

kills

, cut

ting,

pai

ntin

g, d

raw

ing,

sel

f-he

lpsk

ills,

pre

ssin

g bu

ttons

, pul

ling

leve

rs

Cog

nitiv

e In

dica

tors

Atte

ntio

n

1.Is

incr

easi

ngly

abl

e to

focu

s on

the

rele

vant

task

2.Is

beg

inni

ng to

scr

een

out d

istr

actio

ns

3.P

ersi

sts

for

long

er p

erio

ds o

f tim

e on

chi

ld-in

itate

dta

sks

4.F

ocus

es a

ttent

ion

on a

dult-

dire

cted

task

s fo

r sh

ort

perio

ds o

f tim

e

5.C

an r

epro

duce

con

stru

ctio

ns fr

om a

mod

el o

r af

ter

ade

mon

stra

tion

6.S

how

s in

crea

sed

atte

ntio

n w

hen

man

ipul

atin

gob

ject

s

Cur

iosi

ty

1.Is

eag

er to

kno

w a

nd b

e ab

le to

do

2.B

elie

ves

in s

elf a

s a

lear

ner

3.E

xper

ienc

es s

elf a

s on

e w

ith in

crea

sing

con

trol

of

the

envi

ronm

ent

4.F

inds

exc

item

ent i

n di

scov

erie

s

5.Is

dev

elop

ing

spec

ial i

nter

ests

6.C

ontin

ues

to s

atis

fy c

urio

sity

thro

ugh

expl

orat

ion

and

man

ipul

atio

n

Perc

eptio

n

1.R

ecog

nize

s an

d m

ay la

bel l

iken

esse

s an

d di

ffere

nces

insh

apes

, pat

tern

s, a

nd fi

gure

s

2.R

epro

duce

s vi

sual

pat

tern

s

3.R

ecog

nize

s an

d m

ay la

bel l

iken

esse

s an

d di

ffere

nces

inso

unds

l(onU

nued

on

next

pag

e)

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Birt

h to

Nin

e -

Pag

e 11

4

133

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns:

4.5

Yea

rs

Cog

nitiv

e In

dica

tors

- C

ontin

ued

Perc

eptio

n -

Con

tinue

d

4R

epro

duce

s au

dito

ry p

atte

rns,

e.g

., cl

appi

ng, s

ingi

ng

5.B

egin

s to

kee

p tim

e to

a r

hyth

mic

pat

tern

6.Is

beg

inni

ng to

use

a c

ombi

natio

n of

per

cept

ual c

ues

inta

sks

requ

irin

g at

tent

ion

to d

imen

sion

s su

ch a

s co

lor,

shap

e, te

xtur

e, o

r si

ze

Mem

ory

1.D

escr

ibes

: lab

els

anim

ate

and

inan

imat

e ob

ject

s,ev

ents

, and

pro

cess

es

2.G

ains

incr

ease

d ab

ility

to r

ecal

l rec

ent a

nd p

ast

even

ts, p

erce

ptio

ns, r

elat

ions

hips

, lab

els

3.B

egin

s to

link

pas

t and

pre

sent

info

rmat

ion

4.W

ith a

ssis

tanc

e, is

dev

elop

ing

sim

ple

mem

ory

stra

tegi

es

5.Is

gai

ning

ski

ll in

fol

low

ing

dire

ctio

ns

6.R

emem

bers

sto

ries

, poe

ms,

and

son

gs

Prob

lem

Sol

ving

1.Se

eks

info

rmat

ion

by o

bser

ving

, ask

ing

ques

tions

of

peop

le, a

nd e

xplo

ring

ava

ilabl

e m

ater

ials

2.Pr

actic

es to

ref

ine

skill

s an

d ga

in m

aste

ry o

f ta

sks

3U

ses

real

-wor

ld e

xper

ienc

es a

nd p

hysi

cal m

ater

ials

toso

lve

prob

lem

sa.

mea

sure

s th

roug

h es

timat

ing

usin

g no

n-st

anda

rd m

easu

res,

e.g

., st

ring

, blo

cks

b.no

tices

pat

tern

s re

curr

ing

in th

e

envi

ronm

ent

c.un

ders

tand

s re

latio

nshi

ps b

etw

een

part

san

d w

hole

dus

es c

ount

ing

to d

eter

min

e ho

w m

uch

is n

eede

d

I 90

Prob

lem

Sol

ving

- C

ontin

ued

4.B

egin

s to

rec

ogni

ze d

iffe

renc

e be

twee

n re

al a

ndim

agin

ed e

vent

s

Log

ical

Thi

nkin

g

1.

Beg

ins

to o

rgan

ize

info

rmat

ion

by:

a.cl

assi

fyin

g, e

.g.,

grou

ping

blo

cks

by c

olor

or

shap

e

b.qu

antif

ying

, e.g

., co

mpa

res

amou

nts

of ju

ice

c.or

deri

ng, e

.g.,

arra

nges

blo

cks

by s

ize

d.ra

nkin

g, e

.g.,

deci

des

whi

ch is

ligh

t, lig

hter

,

light

est

e.se

quen

cing

, e.g

., te

lls w

hat h

appe

ned

firs

t,

seco

nd, t

hird

f.an

alyz

ing,

e.g

., lo

okin

g at

par

ts o

f a

bloc

k

stru

ctur

esy

nthe

sizi

ng, e

.g.,

putti

ng a

puz

zle

toge

ther

seri

atin

g, e

.g.,

bigg

est t

o sm

alle

sth.

2.C

an u

se o

ne o

bjec

t to

repr

esen

t ano

ther

obj

ect w

hich

isno

t pre

sent

, e.g

., bl

ock

to r

epre

sent

truc

k

3.B

egin

s to

und

erst

and

sym

bols

suc

h as

traf

fic

sign

s,co

mm

erci

al lo

gos,

res

troo

m s

igns

4.R

elat

es o

r as

soci

ates

info

rmat

ion

by m

akin

g si

mpl

eco

mpa

riso

ns a

nd g

ener

aliz

atio

ns a

nd b

y fo

rmin

gsi

mpl

e ca

use/

effe

ct h

ypot

hese

s

5.R

easo

ns a

nd s

olve

s pr

oble

ms

thro

ugh

infe

rrin

g,co

nclu

ding

, beg

inni

ng h

ypot

hesi

s te

stin

g, c

reat

ive

thin

king

, inv

entin

g

Aes

thet

ic/C

reat

ive

Indi

cato

rs

Cre

ates

1.E

xplo

res

and

man

ipul

ates

mat

eria

ls a

nd id

eas

inun

ique

way

s fo

r ow

n pl

easu

re

2.B

egin

s to

use

a v

arie

ty o

f m

edia

for

sel

f-ex

pres

sion

, e.g

.,co

nstr

uctio

n, m

ovem

ent,

soun

d, c

olor

, for

m, t

extu

re,

lang

uage

3.Sp

ends

som

e tim

e in

day

drea

min

g an

d fa

ntas

y

4.E

xpre

sses

ow

n un

ique

per

spec

tive

by c

ombi

ning

mat

eria

ls, s

ound

s, a

nd m

ovem

ent a

ccor

ding

to o

wn

plan

Res

pond

s

1.Sh

ows

appr

ecia

tion

for

the

crea

tions

of

othe

rs

2.H

as in

crea

sing

aw

aren

ess

and

sens

itivi

ty to

nat

ure,

e.g.

, clo

ud f

orm

atio

ns, s

mal

l ani

mal

s, in

divi

dual

flo

wer

s,bl

owin

g le

aves

Eva

luat

es

1.R

efin

es p

refe

renc

es to

dev

elop

mor

e fo

cuse

d ta

stes

2.B

egin

s to

dev

elop

obj

ectiv

e ba

ses

for

aest

hetic

pref

eren

ces

3.Is

beg

inni

ng to

sha

re a

esth

etic

judg

men

ts

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

115

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns:

4.5

Yea

rs

Rec

eptiv

e C

omm

unic

atio

n: N

onve

rbal

1.In

terp

rets

, atta

ches

mea

ning

, and

rea

cts

to n

onve

rbal

beha

vior

, e.g

., ge

stur

es, p

ostu

re, a

ctio

n, f

acia

l exp

ress

ion

2.D

evel

ops

sens

e of

sel

f th

roug

h no

nver

bal c

ues

from

oth

ers,

e.g

., sm

iles,

hug

s, f

row

ns, i

ndif

fere

nce

Rec

eptiv

e C

omm

unic

atio

n: L

iste

ning

1.L

iste

ns a

ppre

ciat

ivel

y to

con

vers

atio

ns, s

tori

es, p

oem

s,m

usic

2.L

iste

ns a

ttent

ivel

y, e

.g.,

follo

ws

dire

ctio

ns, r

espo

nds

toqu

estio

ns o

r co

mm

ents

3.B

egin

s to

list

en a

naly

tical

ly, e

.g.,

asks

rel

evan

tqu

estio

ns, u

nder

stan

ds in

crea

sing

ly c

ompl

ex id

eas

Rec

eptiv

e C

omm

unic

atio

n: P

rere

adin

g

1.B

egin

s to

rea

lize

that

the

spok

en w

ord

can

be w

ritte

ndo

wn,

e.g

., re

cogn

izes

som

e sy

mbo

ls, n

ames

, or

prin

ted

wor

ds

2."R

eads

" bo

oks

for

enjo

ymen

t, e.

g., l

ooks

at p

ictu

res,

tells

stor

y fr

om m

emor

y w

hile

turn

ing

page

s

3.Is

dev

elop

ing

the

abili

ty to

mak

e fi

ner

visu

aldi

scri

min

atio

n, e

.g.,

a.id

entif

ies

size

, sha

pe, c

olor

, dir

ectio

ns s

uch

as to

p an

d bo

ttom

b.di

scri

min

ates

som

e de

tails

4.Is

sen

sitiv

e to

inte

rest

ing

lang

uage

in s

tori

es, e

.g.,

repe

ated

phr

ases

, rhy

min

g w

ords

, rhy

thm

ic p

atte

rns

5.B

egin

s to

iden

tify

with

sto

ry c

hara

cter

s an

d pl

ots

14')

Com

mun

icat

ion

Indi

cato

rs

Exp

ress

ive

Com

mun

icat

ion:

Non

verb

al

Mod

els

nonv

erba

l com

mun

icat

ion,

e.g

., ac

tions

,ge

stur

es, f

acia

l exp

ress

ion

2.R

efin

es e

xpre

ssio

ns o

f m

oods

and

fee

lings

thro

ugh

body

mot

ions

and

ges

ture

s

3.Pa

ntom

imes

4.C

an in

itiat

e fi

nger

pla

y ac

tions

5.Im

itate

s te

levi

sion

, mov

ie, o

r st

ory

char

acte

rs, a

nim

alm

ovem

ents

Exp

ress

ive

Com

mun

icat

ion:

Spe

akin

g

1.Pr

oduc

es u

nder

stan

dabl

e sp

eech

2.C

ontin

ues

to e

xpan

d sp

eaki

ng v

ocab

ular

y an

d us

esde

scri

ptiv

e w

ords

3.G

ains

info

rmat

ion,

sha

res

info

rmat

ion

and

feel

ings

thro

ugh

spee

ch

4.B

egin

s to

spe

ak in

thou

ght u

nits

and

in c

ompl

ete

sent

ence

s

5.W

ants

to ta

lk a

nd q

uest

iOn

Exp

ress

ive

Com

mun

icat

ion:

Wri

ting

1.U

nder

stan

ds th

at w

ritin

g is

a w

ay o

f co

mm

unic

atin

g

Beg

ins

to d

evel

op w

ritin

g sk

ills:

a.ta

kes

an in

tere

st in

for

min

g le

tters

b.co

mpl

etes

a v

arie

ty o

f fi

ne m

otor

act

iviti

essu

cces

sful

ly, e

.g.,

puzz

les,

bea

d st

ring

, peg

boa

rds

c.us

es a

var

iety

of

wri

ting

tool

s su

ch a

s ch

alk,

penc

ils, n

it:e

rs, t

ypew

rite

r, f

inge

rsd.

uses

a v

arie

ty o

f w

ritin

g su

rfac

es s

uch

aspa

per,

cha

lkbo

ard,

sid

ewal

k, s

now

, san

d

3.D

icta

tes

thou

ghts

and

idea

s to

oth

ers

4.Is

beg

inni

ng to

und

erst

and

and

valu

e th

at m

any

form

s of

wri

tten

com

mun

icat

ions

are

per

man

ent

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

116

/1'7

,

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 6

.5 Y

ears

Em

otio

nal D

evel

opm

ent

1.C

ontin

ues

to id

entif

y, e

xpre

ss, a

nd th

ink

of s

olut

ions

or

actio

ns f

or p

erso

nal f

eelin

gs

2.B

egin

s to

cop

e co

nstr

uctiv

ely

with

var

ious

emot

iona

l sta

tes:

a. b. c. d. C. f.

reje

ctio

ndi

sapp

oint

men

tfa

ilure

frus

trat

ion

succ

ess

exci

tem

ent

3.B

egin

s to

und

erst

and

and

acce

pt v

ario

us e

mot

iona

lre

spon

ses

from

oth

ers

4.Sh

ares

fee

lings

of

othe

rs

5.R

ecog

nize

s hu

mor

in e

very

day

situ

atio

ns a

ndex

pres

ses

hum

or in

wor

d pl

ay, j

okes

, and

act

ions

6.Is

sen

sitiv

e to

pra

ise

and

criti

cism

fro

m a

dults

and

peer

s

Inde

pend

ence

Con

tinue

s to

ach

ieve

sel

f-co

ntro

l thr

ough

sel

f-ob

serv

atio

n, s

elf-

guid

ance

, and

set

ting

real

istic

limits

on

own

actio

ns

2.C

ontin

ues

to d

emon

stra

te e

mer

ging

inde

pend

ence

by:

a.m

eetin

g ow

n ph

ysic

al n

eeds

, e.g

., hu

nger

,co

ld, w

etb.

com

mun

icat

ing

phys

ical

nee

dsc.

rely

ing

on s

elf

to ta

ke c

are

of d

aily

rou

tines

such

as

eatin

g, d

ress

ing,

toile

ting,

and

gro

omin

g

Pers

onal

Ind

icat

ors

Inde

pend

ence

- C

ontin

ued

3.B

egin

s to

mee

t ow

n ne

eds

for

ente

rtai

nmen

t, e.

gor

gani

zing

or

join

ing

peer

gro

ups,

sel

ectin

gpr

ogra

ms,

cho

osin

g ac

tiviti

es

4.B

egin

s to

mee

t res

pons

ibili

ty f

or a

ssig

ned

task

s or

chor

es w

ith r

emin

ders

5.C

ontin

ues

to d

evel

op s

elf-

cont

rol

a.fo

llow

s ru

les

b.an

ticip

ates

con

sequ

ence

sc.

can

inte

rnal

ize

valu

es

6.B

egin

s to

exp

erie

nce

self

-sat

isfa

ctio

n fr

omfo

llow

ing

thro

ugh

on o

wn

inte

rest

s

7.Se

eks

out o

ther

adu

lts f

or s

uppo

rt a

nd n

urtu

ring

8.C

ontin

ues

to d

evel

op in

depe

nden

ce th

roug

h:

Sel

1. 2. 3. 4. 5. 6.

a. b. c.

asse

rtin

g pr

efer

ence

sju

dgin

g fa

irne

ssvo

icin

g di

ssen

t

f-C

once

pt

Con

tinue

s to

exp

lore

new

rol

es a

nd p

ossi

bilit

ies

Enj

oys

and

take

s pr

ide

in d

oing

som

ethi

ng w

ell

Gai

ns c

onfi

denc

e in

sel

f as

a c

apab

le in

divi

dual

Con

tinue

s to

dev

elop

und

erst

andi

ng a

ndap

prec

iatio

n of

ow

n gr

owth

and

cha

nge

Beg

ins

to e

valu

ate

own

activ

ity

Is c

omfo

rtab

le w

ith o

wn

body

, sex

, sel

f, a

ndpe

rson

al r

ole

Hea

lth a

nd S

afet

y

1.Sh

ows

incr

easi

ng u

nder

stan

ding

and

use

of

posi

tive

heal

th h

abits

, e.g

., re

st a

nd r

elax

atio

n, n

utri

tion,

exer

cise

, hyg

iene

2.C

ontin

ues

to id

entif

y po

tent

ial h

ealth

and

saf

ety

haza

rds,

incl

udin

g ch

emic

al u

se/a

buse

3.Is

incr

easi

ngly

abl

e 'to

use

cor

rect

em

erge

ncy

and

safe

ty p

roce

dure

s

4.Id

entif

ies

chan

ges

in b

ody

heal

th a

nd s

hare

s th

isin

form

atio

n w

ith a

n ad

ult

5.Is

beg

inni

ng to

trea

t ow

n an

d ot

hers

' bod

ies

with

resp

ect a

nd b

egin

s to

und

erst

and

appr

opri

ate

and

inap

prop

riat

e to

uch

6.M

akes

use

of

prev

entiv

e he

alth

hab

its, s

uch

asw

ashi

ng h

ands

, cov

erin

g m

outh

Mor

al D

evel

opm

ent

1.A

cts

in w

ays

that

ref

lect

a k

now

ledg

e of

oth

er's

righ

ts

2.C

row

s in

aw

aren

ess

of n

eed

to b

alan

ce in

divi

dual

and

grou

p ri

ghts

3.C

row

s in

abi

lity

to a

pply

sen

se o

f fa

irne

ss to

aso

cial

con

text

, e.g

., ev

eryo

ne s

houl

d ha

ve a

pla

ceto

live

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

117

14

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 6

.5 Y

ears

Soci

al

Sens

e of

Sel

f as

a S

ocia

l Bei

ng

1.B

egin

s to

gai

n sa

tisfa

ctio

n fr

om g

ivin

g th

ings

and

doin

g th

ings

for

othe

rs

2.H

as a

sen

se o

f sel

f as

a m

embe

r of

a g

roup

Soci

al R

elat

ions

Beg

ins

to p

refe

r as

soci

atin

g w

ith c

hild

ren

mor

eth

an w

ith a

dults

2B

egin

s to

enj

oy a

nd fu

nctio

n su

cces

sful

ly a

s a

mem

ber

of a

gro

up

3D

evel

ops

clos

e fr

iend

ship

s

4.B

eg-in

s to

giv

e an

d re

ceiv

e su

ppor

t fro

m o

ther

child

ren

Indi

cato

rs

Soci

al S

kills

- C

ontin

ued

5.B

egin

s to

find

con

stru

ctiv

e w

ays

for

solv

ing

prob

lem

s an

d co

nflic

ts w

ithou

t adu

lt as

sist

ance

a.ap

olog

izes

or

mak

es r

estit

utio

n

b.co

mpr

omis

es

6.B

egin

s to

acc

ept m

ista

kes

in s

elf a

nd o

ther

s

7.A

ccep

ts a

nd is

sen

sitiv

e to

indi

vidu

al d

iffer

ence

sam

ong

peop

le, e

.g.,

gend

er, e

thni

city

, age

,di

sabi

lity

Beg

ins

to a

djus

t beh

avio

r in

acc

ord

with

soc

ial

expe

ctat

ions

8. 9.

5E

stab

lishe

s fr

iend

ly in

tera

ctio

ns w

ith a

dults

oth

er th

anl()

pare

nts

6.B

egin

s to

und

erst

and

conc

epts

of f

amily

and

neig

hbor

hcod

Soci

al S

kills

Beg

ins

to u

nder

stan

d an

d re

spec

t tha

t oth

ers

may

have

a d

iffer

ent p

oint

of v

iew

2.B

ecom

es a

war

e of

a v

arie

ty o

f rol

es, c

aree

rs, a

ttitu

des,

and

cultu

ral v

alue

s

3.C

ontin

ues

to e

xpan

d so

cial

ski

lls, a

g.,

coop

erat

es,

mak

es u

se o

f rul

es, e

xpre

sses

inte

rest

in o

ther

s

4.S

usta

ins

frie

ndsh

ips

and

expa

nds

circ

le o

ffr

iend

s

Beg

ins

to m

ake

inde

pend

ent d

ecis

ions

abo

ut w

hom

totr

ust

Beg

ins

to p

lay

and

wor

k co

oper

ativ

ely

in s

mal

lan

d la

rge

grou

psa

prod

uces

a p

rodu

ct

b.w

orks

in a

ssig

ned

grou

ps

c.w

orks

with

sel

f-se

lect

ed g

roup

s

d.ta

kes

turn

s an

d sh

ares

11.

App

reci

ates

, acc

epts

, and

inte

ract

s w

ith p

eopl

e of

all c

ultu

res

12.

Trie

s ou

t rel

atio

nshi

ps w

ith fr

iend

s an

d ot

hers

Phys

ical

Ind

icat

ors

Gro

ss M

otor

1.B

egin

s to

coo

rdin

ate

mul

tiple

phy

sica

l ski

llsa.

wal

king

and

hop

ping

toge

ther

bec

ome

skip

ping

h.ju

mpi

ng a

nd r

ope

turn

ing

beco

me

jum

ping

rope

c.gr

aspi

ng, s

win

ging

, and

bal

ance

bec

ome

batti

ng

2.B

egin

s to

use

phy

sica

l ski

lls in

org

aniz

ed g

ame

activ

ities

3.C

ontin

ues

to r

efin

e co

ordi

natio

n of

indi

vidu

algr

oss

mot

or s

kills

e.g

., th

row

ing,

cat

chin

g,ru

nnin

g

4.W

hile

out

side

or

in la

rge

open

spa

ces,

eng

ages

inpl

ayfu

l act

iviti

es th

at u

se a

var

iety

of p

hysi

cal

skill

s (e

.g.,

runn

ing,

hol

ding

, bal

anci

ng)

whi

chre

sult

in b

uild

ing

stre

ngt2

i, co

ordi

natio

n,fle

xibi

lity,

and

end

uran

ce

5.Is

acq

uirin

g a

cons

ciou

s co

ntro

l of b

ody

and

limbs

and

dem

onst

rate

s m

any

way

s in

whi

ch e

ach

body

par

tca

n m

ove

6O

rgan

izes

and

use

s bo

dy a

nd o

bjec

ts to

exp

lore

spat

ial c

once

pts,

e.g

., ov

er, u

nder

7.M

oves

with

sm

ooth

ly in

tegr

ated

bod

y ac

tions

in a

spon

tane

ous

man

ner

8.K

now

s an

d ap

plie

s sa

fety

pre

caut

ions

9.T

akes

prid

e in

ow

n m

ovem

ents

and

invo

lvem

ent

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Birt

h to

Nin

e -

Pag

e 11

8

146

(Con

tinue

d on

nex

t pag

e)

147

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 6

.5 Y

ears

Phys

ical

Ind

icat

ors

« C

ontin

ued

Gro

ss M

otor

- C

ontin

ued

10.

Beg

ins

to r

espo

nd to

a v

arie

ty o

f rhy

thm

icst

imul

i thr

ough

bod

y m

ovem

ents

Is a

ble

to a

ppro

pria

tely

use

equ

ipm

ent f

or p

hysi

cal

deve

lopm

ent,

e.g.

, clim

bing

bar

s, b

icyc

les,

bal

ls,

bats

, ska

tes,

pla

ygro

und

equi

pmen

t

Fine

Mot

or

1.R

efin

es s

mal

l mus

cle

cont

rol a

nd c

oord

inat

ion,

e.g.

, dra

win

g, c

uttin

g, fo

ldin

g, s

mal

l-blo

ck a

ndin

terlo

ckin

g co

nstr

uctio

n, th

read

ing,

scr

ewin

g,pl

ayin

g ja

cks,

and

mar

bles

2.C

ontin

ues

to d

evel

op s

mal

l mus

cle

stre

ngth

, e.g

.,ha

mm

erin

g, d

iggi

ng, p

ushi

ng, p

ullin

g, r

ollin

g,cr

anki

ng

3B

egin

s to

dev

elop

gre

ater

coo

rdin

atio

n in

usi

ngw

ritin

g to

ols,

key

boar

ds, d

ialin

g, r

emot

e co

ntro

ls,

com

pute

r ga

mes

4.H

as e

stab

lishe

d ha

nd d

omin

ance

for

right

or

left

hand

.14S

Atte

ntio

n

Cog

nitiv

e In

dica

tors

Perc

eptio

nC

ontin

ued

1.A

ttend

s to

rel

evan

t var

iabl

e fo

r lo

nger

per

iods

2.S

enso

ry p

erce

ptio

ns b

eyon

d to

uch

can

be u

sed

for

mai

ntai

ning

atte

ntio

n

Cog

nitiv

e Sp

irit

4.B

egin

s to

dev

elop

per

cept

ual d

iscr

imin

atio

n in

usin

g sy

mbo

lic s

yste

ms:

num

eric

, alp

habe

tic,

mus

ical

, gra

phic

, spa

tial

Mem

ory

1.Li

kes

to le

arn

1.R

emem

bers

info

rmat

ion,

eve

nts,

and

exp

erie

nces

2.P

eels

com

pete

nt a

s a

lear

ner

2.Li

nks

past

and

pre

sent

info

rmat

ion

3.S

ees

self

as a

con

trib

utin

g m

embe

r of

a le

arni

ng3.

Dev

elop

s m

emor

y st

rate

gies

, e.g

., rh

ymes

, lis

ts, c

ues

com

mu

nity

4.Is

eag

er to

und

erst

and,

see

rel

atio

nshi

ps, a

ndfin

d m

eani

ng in

an

expa

ndin

g en

viro

nmen

t

4.T

ells

a c

oher

ent s

tory

pla

cing

eve

nts

in c

orre

ct o

rder

Prob

lem

Sol

ving

5.C

ontin

ues

to id

entif

y sp

ecia

l int

eres

ts, e

.g.,

hobb

ies

Perc

eptio

n

Con

tinue

s to

use

the

five

sens

es s

epar

atel

y an

d in

com

bina

tion

to g

athe

r da

ta a

nd m

ake

finer

disc

rimin

atio

nsa.

uses

vis

ual,

audi

tory

, tac

tile/

kine

sthe

tic,

tast

e, a

nd s

mel

l to

perc

eive

pro

pert

ies,

char

acte

ristic

s, a

nd a

ttitu

des;

b.cr

eate

s pa

ttern

s an

d se

es r

elat

ions

hips

in th

e

livin

g an

d no

n-liv

ing

envi

ronm

ents

2.R

elie

s on

the

way

of l

earn

ing,

or

sens

ory

mod

ality

,w

hich

is c

urre

ntly

dom

inan

t

3.P

ract

ices

usi

ng le

ss d

omin

ant m

odal

ities

of

seei

ng, h

earin

g, h

andl

ing,

tast

ing,

or

smel

ling

1.S

olve

s ev

eryd

ay p

robl

ems

thro

ugh

a.M

easu

ring,

usi

ng s

impl

e no

n-st

anda

rd u

nits

b.S

eein

g re

latio

nshi

ps: p

art/w

hole

,

haza

rd/s

afeg

uard

c.U

sing

tool

s to

con

stru

ct o

r re

pair,

coo

k or

cle

an,

reco

rd in

form

atio

n

d.E

xplo

ring

poss

ibili

ties

by r

ole

play

ing

2.B

egin

s to

iden

tify

appr

opria

te r

esou

rces

toso

lve

prob

lem

s

a. b. c.

book

s, m

agaz

ines

, tel

evis

ion

adul

ts a

nd o

ther

chi

ldre

n

mus

eum

s, li

brar

ies,

zoo

s, s

tore

s, o

ffice

s

3T

ries

out u

nusu

al a

nd/o

r m

ultip

le s

olut

ions

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Birt

h to

Nin

e -

Pag

e 11

9

(Con

tinue

d on

nex

t pag

e)

14D

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 6

.5 Y

ears

Cog

nitiv

e In

dica

tors

- C

ontin

ued

Prob

lem

Sol

ving

- C

ontin

ued

4.Is

con

tinui

ng to

rec

ogni

ze th

e di

ffer

ence

betw

een

real

and

imag

ined

exp

erie

nces

Log

ical

Thi

nkin

g

1.B

egin

s to

mov

e fr

om g

raph

ic r

epre

sent

atio

n to

sym

bolic

, e.g

., pi

ctur

e of

truc

k to

wor

d "t

ruck

"

2.D

emon

stra

tes

incr

easi

ng a

bilit

y to

for

mco

ncep

ts:

a.ob

serv

ing

attr

ibut

es, e

.g.,

colo

r, s

hape

,si

ze, w

eigh

tb.

infe

rrin

g ch

arac

teri

stic

s, e

.g.,

sofl

/har

d,lig

ht/h

eavy

, thi

ck/th

in, l

oud/

soft

c.at

tend

ing

to m

ultip

le a

ttrib

utes

, e.g

.,co

lor

and

shap

e, s

ize

and

shap

ed.

verb

aliz

ing

reas

ons

for

clas

sifi

catio

ne.

cate

gori

zing

, e.g

., an

imal

s, f

ruits

, toy

sf.

just

ifyi

ng in

clus

ion

into

or

excl

usio

n fr

om

clas

ses

or c

ateg

orie

s

3.B

egin

s to

mak

e pr

edic

tions

and

est

imat

ions

bas

edon

pri

or e

xper

ienc

es, o

bser

vatio

ns, a

nd in

vest

igat

ion:

a.ge

nera

lizin

g an

d as

soci

atin

gb.

pred

icts

pos

sibl

e co

nseq

uenc

es

c.se

es c

ause

and

eff

ect r

elat

ions

hips

4B

egin

s to

eva

luat

e, m

ake

judg

men

ts, a

nd g

ive

reas

ons

for

choi

ces,

pre

fere

nces

, bel

iefs

, and

act

ions

S

Aes

thet

ic/C

reat

ive

Indi

cato

rsC

reat

es

1.C

ontin

ues

to e

xplo

re th

e pr

oper

ties

of a

rt m

ater

ials

2.M

akes

use

of

a va

riet

y of

app

roac

hes

for

self

-exp

ress

ion,

e.g.

, dan

ce, m

usic

, cre

ativ

e dr

amat

ics

3.D

isco

vers

cha

ract

eris

tics

of m

ater

ials

and

exp

lore

s th

eir

use

in a

cre

ativ

e w

ay

4.C

ontin

ues

an a

ttitu

de o

f op

enne

ss to

div

erse

exp

eri-

ence

s an

d to

usi

ng a

var

iety

of

mat

eria

ls

Com

mun

icat

ion

Indi

cato

rs

Rec

eptiv

e C

omm

unic

atio

n: N

onve

rbal

1.C

ontin

ues

to in

terp

ret,

atta

ch m

eani

ng, a

nd r

eact

tono

nver

bal b

ehav

ior,

e.g

., ge

stur

es, a

ctio

n, p

ostu

re, f

acia

lex

pres

sion

2.C

ontin

ues

to d

evel

op s

ense

of

self

thro

ugh

nonv

erba

lcu

es f

rom

oth

ers,

e.g

., sm

iles,

hug

s, f

row

ns, i

ndif

fere

nce

3.B

egin

s to

und

erst

and

stan

dard

ges

ture

s su

ch a

shi

tchh

ikin

g an

d re

fere

e si

gnal

s

Rec

eptiv

e C

omm

unic

atio

n: L

iste

ning

5.E

ngag

es in

cre

ativ

e ex

peri

ence

s in

divi

dual

ly a

nd in

1.

grou

ps th

roug

h sp

onta

neou

s an

d or

gani

zed

crea

tive

activ

ities

Res

pond

s

1.C

ontin

ues

to e

ngag

e in

art

, mus

ic, d

ram

a, a

nd o

ther

crea

tive

activ

ities

for

enj

oym

ent

Lis

tens

app

reci

ativ

ely

to c

onte

nt, e

.g.,

stor

ies,

poem

s, s

ongs

2.L

iste

ns a

ttent

ivel

y to

con

tent

, e.g

., di

rect

ions

,id

eas

of o

ther

s

3.C

ontin

ues

to li

sten

ana

lytic

ally

to in

form

atio

n th

at c

anbe

info

rmin

g, p

ersu

adin

g. o

r en

tert

aini

ng to

eva

luat

ew

hat i

s he

ard

and

to r

espo

nd to

it

Is b

egin

ning

to d

iffe

rent

iate

whe

n to

use

dif

fere

ntty

pes

of li

sten

ing

5.U

nder

stan

ds d

iffe

rent

type

s of

que

stio

ns

6.A

sks

ques

tions

whe

n m

eani

ng is

not

und

erst

ood

8.U

nder

stan

ds th

at q

uest

ions

are

a p

art o

f tw

o-w

ayco

mm

unic

atio

n an

d th

e lis

tene

r is

res

pons

ible

for

resp

ondi

ng

2Is

aw

are

of n

atur

al b

eaut

y, e

.g.,

in a

wat

erfa

ll or

tree

4.

3.Is

aw

are

of b

eaut

y th

at is

mad

e by

hum

an b

eing

s, e

.g.,

abr

idge

, dis

hes,

text

iles

3.O

bser

ves

and

liste

ns to

cre

atio

ns o

f ot

hers

with

app

reci

atio

n

Eva

luat

es

1.D

evel

ops

the

abili

ty to

app

reci

ate

and

iden

tify

the

feat

ures

of

a cr

eativ

e pr

oduc

t

2B

egin

s to

exp

lain

pre

fere

nces

for

spe

cifi

c ae

sthe

ticcr

eatio

ns

3.D

evel

ops

awar

enes

s of

ess

entia

l ele

men

ts, e

.g.,

line,

sha

pe, c

olor

, tex

ture

, too

l tec

hniq

ues

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

120

151

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 6

.5 Y

ears

Rec

eptiv

e C

omm

unic

atio

n: R

eadi

ng

1.C

hoos

es b

ooks

, sto

ries

, poe

ms

for

a va

riet

y of

pur

pose

s:a. b. c. d.

enjo

ymen

tin

form

atio

n

expl

orat

ion

fant

asy

2.B

ring

s ow

n ex

peri

ence

s to

the

read

ing

enco

unte

r

3.B

egin

s to

mak

e in

fere

nces

fro

m s

tori

es a

nd to

antic

ipat

e st

ory

outc

omes

4.Se

eks

read

ing

mat

eria

ls in

the

envi

ronm

ent,

e.g.

,lib

rari

es, s

igns

, wai

ting

room

s, b

ookm

obile

s

5.R

eact

s to

sen

sory

imag

es a

nd r

espo

nds

to th

em

ood

or to

ne o

f a

stor

y or

p

6.B

egin

s to

dis

tingu

ish

fact

fro

m f

anta

sy

7.C

ontin

ues

to id

entif

y w

ith s

tory

cha

ract

ers

and

plot

s

8.B

egin

s to

iden

tify

mot

ives

and

fee

lings

ora

tory

char

acte

rs

9.B

egin

s to

unl

ock

wor

ds th

roug

h a

vari

ety

ofst

rate

gies

incl

udin

g:a.

pic

ture

clu

esb.

pho

nics

c. c

onte

xtd.

str

uctu

ral a

naly

sis

e. a

skin

g ot

hers

f.co

nfig

urat

ion

10.

Has

a b

egin

ning

sig

ht v

ocab

ular

y

Com

mun

icat

ion

Indi

cato

rs -

Con

tinue

d

Exp

ress

ive

Com

mun

icat

ion:

Non

verb

al

1.C

ontin

ues

to m

odel

non

verb

al c

omm

unic

atio

n,e.

g., a

ctio

ns, g

estu

res,

pos

ture

, fac

ial e

xpre

ssio

n

2.C

onve

ys o

wn

feel

ings

and

imita

tes

othe

rs th

roug

hex

pres

sion

, ges

ture

s, p

ostu

res

3.U

ses

body

lang

uage

that

rei

nfor

ces

spee

ch

4.Pa

ntom

imes

a s

tory

or

scen

e w

ith o

r w

ithou

t pro

ps

5.D

ram

atiie

s te

levi

sion

, mov

ie, o

r st

ory

char

acte

rbe

havi

ors

6.B

egin

s to

use

sta

ndar

d ge

stur

es o

f th

e cu

lture

Exp

ress

ive

Com

mun

icat

ion:

Spe

akin

g

1.E

xpre

sses

thou

ghts

and

fee

lings

thro

ugh

a la

rger

and

rich

er v

ocab

ular

y

2.B

egin

s to

cre

ate

orig

inal

sto

ries

bas

ed o

n pe

rson

al o

rim

agin

ed e

xper

ienc

es

3.Sh

ares

con

fide

nces

, pla

ns, i

deas

, and

fee

lings

with

frie

nds

4.U

ses

spee

ch to

ven

t fee

lings

5.C

ontr

ibut

es id

eas

to g

roup

dis

cuss

ions

6.Is

beg

inni

ng to

mak

e re

leva

nt c

ontr

ibut

ions

to a

topi

c

7.Sp

eaks

in a

gro

up s

ettin

g w

ith c

onfi

denc

e

8.Is

abl

e to

spe

ak in

com

plet

e th

ough

t uni

ts a

ndco

mpl

ete

sent

ence

s

9.B

egin

s to

use

com

plex

sen

tenc

es

10.

Beg

ins

to p

rese

nt e

vent

s in

seq

uent

ial o

rder

11.

Beg

ins

to c

ontr

ol to

ne, r

ate,

and

vol

ume

of s

peec

hto

com

mun

icat

e m

ore

effe

ctiv

ely

Exp

ress

ive

Com

mun

icat

ion:

Wri

ting

Beg

ins

to u

nder

stan

d th

at w

ritin

g is

a.a

usef

ul m

eans

of

rem

embe

ring

b.a

way

of

com

mun

icat

ing

with

oth

ers

who

are

not p

rese

ntc.

givi

ng g

ener

al in

form

atio

n to

the

publ

ic

d.ad

vert

isin

g an

d se

lling

e.a

way

of

capt

urin

g on

e's

idea

s an

d fa

ntas

ies

2.Is

beg

inni

ng to

use

wri

ting

for

a va

riet

y of

pur

pose

sa.

jour

nals

b.in

form

atio

nal r

ecor

ds

c.fu

nctio

nal n

otes

and

ann

ounc

emen

tsd.

lette

r m

essa

ges

e.cr

eativ

e w

ritin

g

3.B

egin

s to

wri

te c

reat

ivel

y w

ithou

t a f

ocus

on

mec

hani

cs,

e.g.

, mak

es u

se o

f in

vent

ed s

pelli

ng

4.C

ontin

ues

to u

se p

ictu

res

alon

g w

ith w

ritin

g to

expr

ess

idea

s

5.B

egin

s to

dic

tate

and

wri

te id

eas

in s

ente

nces

6.Is

aw

are

that

per

iods

, cap

itals

, com

mas

, que

stio

nm

arks

, or

excl

amat

ion

poin

ts a

re u

sed

in w

ritin

g

7So

met

imes

use

s ca

pita

ls a

nd p

unct

uatio

n in

wri

ting

8.Is

acq

uiri

ng k

now

ledg

e of

lette

r/so

und

rela

tions

hips

9.B

egin

s to

be

awar

e of

alte

rnat

ive

wri

ting

syst

ems

and

tool

s: B

raill

e, r

ebus

, com

pute

rs, t

ypew

rite

rs

10.

Beg

ins

to e

dit w

ith a

ssis

tanc

e

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

121

5

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 9

.0 Y

ears

Pers

onal

Ind

icat

ors

Em

otio

nal D

evel

opm

ent

1.Is

con

tinui

ng to

exp

and

stra

tegi

es f

or c

onst

ruct

ivel

yco

ping

with

rej

ectio

n, d

isap

poin

tmen

t, fa

ilure

,fr

ustr

atio

n, s

ucce

ss, p

rais

e, e

xcite

men

t

2.Sh

ares

em

otio

ns o

f ot

hers

sho

win

g sy

mpa

thy,

joy,

cari

ng

3.Is

con

tinui

ng to

dev

elop

a s

ense

of

hum

ora.

reco

gniz

es h

umor

ous

situ

atio

nsb.

tells

joke

s an

d fu

nny

stor

ies

Inde

pend

ence

Is d

evel

opin

g an

abi

lity

to a

ct r

espo

nsib

lya.

com

plet

es ta

sks

with

out b

eing

rem

inde

d

b.ta

kes

care

of

pers

onal

pos

sess

ions

c.ta

kes

care

of

imm

edia

te e

nvir

onm

ent

d.co

ntin

ues

to d

evel

op s

elf-

care

ski

lls

2.U

ses

publ

ic o

r pr

ivat

e tr

ansp

orta

tion

to e

xten

dpe

rson

al e

nvir

onm

ent

3.C

omm

unic

ates

by

phon

e an

d m

ail t

o ex

pand

pers

onal

con

tact

s

4.E

xten

ds e

nter

tain

men

t opp

ortu

nitie

s to

incl

ude

new

are

as, l

ocat

ions

, and

gro

ups

5B

egin

s to

ach

ieve

sel

f-co

ntro

l thr

ough

:a. b. c. d.

self

- o

bser

vatio

n

self

-gui

danc

ese

tting

rea

listic

lim

its o

n ow

n ac

tions

rela

ting

actio

ns to

val

ues

Inde

pend

ence

- C

ontin

ued

6.Is

lear

ning

to a

ccep

t the

nee

d fo

r de

laye

dgr

atif

icat

ion,

e.g

.,a. b. c.

wai

ts f

or a

ttent

ion,

turn

s, o

r a

chan

ce to

spe

akpl

ans

or w

orks

for

a f

utur

e re

war

dca

n de

fer

plea

sure

s or

nee

ds w

hen

the

need

for

dela

y is

und

erst

ood

7.Is

dev

elop

ing

the

capa

city

to b

e se

lf-m

otiv

ated

a.ca

n w

ork

with

out p

rais

e

b.ca

n ev

alua

te o

wn

effo

rts

c.ch

oose

s to

lear

n

8.G

ains

sel

f-su

ffic

ienc

y th

roug

h us

e of

adu

lts a

nd p

eers

as

reso

urce

s

9.Sh

ows

asse

rtiv

enes

s in

def

endi

ng p

erso

nal r

ight

s

10.

Is in

tere

sted

in a

ccom

plis

hmen

t and

beg

inni

ng to

unde

rsta

nd p

roce

ssa. b. c. d. e.

seei

ng th

e go

alor

gani

zing

wor

kat

tend

ing

to d

etai

l

revi

sing

and

red

oing

, as

nece

ssar

ybr

ingi

ng a

task

to c

ompl

etio

n

Self

-Con

cept

Con

tinue

s to

see

sel

f as

a p

erso

n w

ith a

ran

ge o

fpo

tent

ial r

oles

2.H

as a

n ap

prec

iatio

n of

ow

n w

orth

Self

-Con

cept

- C

ontin

ued

3.Is

a r

isk

take

ra.

not a

frai

d to

be

diff

eren

t

b.ab

le to

laug

h at

sel

f

c.se

eks

new

exp

erie

nces

d.ha

s co

urag

e to

try

4.In

crea

ses

abili

ty to

eva

luat

e ow

n w

ork

5.V

alue

s ow

n se

x ro

le

Hea

lth a

nd S

afet

y

1.T

akes

con

scio

us r

espo

nsib

ility

for

hea

lth h

abits

,e.

g., p

erso

nal h

ygie

ne, r

est a

nd r

elax

atio

n, n

utri

tion,

exer

cise

2.U

nder

stan

ds th

e im

port

ance

of

avoi

ding

mis

use

ofal

coho

l, dr

ugs,

and

toba

cco,

and

of

prev

entin

g th

esp

read

of

com

mun

icab

le d

isea

ses

3.T

akes

con

scio

us r

espo

nsib

ility

for

saf

ety

habi

ts, e

.g.,

bicy

cle,

fir

e, s

kate

boar

d or

wat

er s

afet

y

4.Is

beg

inni

ng to

take

con

scio

us r

espo

nsib

ility

for

nutr

ition

al h

abits

, e.g

., he

alth

ful s

nack

s, b

alan

ced

mea

ls, b

reak

fast

5.B

egin

s to

und

erst

and

the

rela

tions

hip

betw

een

care

of

self

and

wel

lnes

s

6.M

ay p

rom

ote

heal

th a

nd s

afet

y pr

actic

es z

ealo

usly

, e.g

.,el

imin

atin

g sm

okin

g, p

rese

rvin

g th

e en

viro

nmen

t

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

122

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 9

.0 Y

ears

Pers

onal

Ind

icat

ors

Mor

al D

evel

opm

ent

1.A

cts

to s

afeg

uard

rig

hts

of o

ther

s

2.H

as b

egin

ning

aw

aren

ess

of e

thic

al o

r un

ethi

cal

beha

vior

3.Ju

dges

act

ions

of

othe

rs

4.B

egin

s to

app

ly e

thic

al s

tand

ards

to o

wn

beha

vior

6.H

as a

n em

ergi

ng a

war

enes

s of

soc

ial i

ssue

s, e

.g.,

thre

ats

to h

ealth

, saf

ety,

and

the

envt

-onm

ent;

pers

onal

and

pro

pert

y ri

ghts

; hom

eles

snes

s, a

ndw

orld

hun

ger

Sens

e of

Sel

f as

a S

ocia

l Bei

ng

1.Is

incr

easi

ngly

inde

pend

ent o

f ad

ults

Soci

al I

ndic

ator

s

Soci

al S

kills

- C

ontin

ued

5.C

oope

rate

s in

pai

rs a

nd g

roup

s th

roug

h bo

th le

adin

gan

d fo

llow

ing

6.R

equi

res

less

dir

ect s

uper

visi

on in

all

area

s, e

.g.,

hom

e,le

arni

ng, n

eigh

borh

ood

2.Is

dev

elop

ing

a se

nse

of c

omm

unity

with

oth

ers

Soci

al R

elat

ions

1.N

eeds

and

enj

oys

cari

ng a

dults

who

are

pre

sent

but n

ot c

ontr

ollin

g

2.W

ants

to b

elon

g to

gro

ups,

but

gro

ups

rem

ain

flex

ible

3.T

ends

to s

elec

t sam

e-se

x pe

ers

as f

rien

ds

4.D

evel

ops

long

er-l

astin

g pe

er r

elat

ions

hips

and

frie

ndsh

ips

5.In

tera

cts

with

an

expa

ndin

g en

viro

nmen

t,in

clud

ing

exte

nded

fam

ily, s

choo

l com

mun

ity,

neig

hbor

hood

, and

city

Soci

al S

kills

1.C

ontin

ues

to d

evel

op a

n ap

prec

iatio

n of

oth

ers'

wor

than

d di

gnity

2.C

ontin

ues

to d

evel

op a

sen

se o

f ef

fect

ive

hum

anre

latio

ns, e

.g.,

bein

g a

frie

nd, a

ccep

ting

and

valu

ing

diff

eren

ces,

em

path

y

3.A

ckno

wle

dges

the

mul

tiple

rol

es, c

ontr

ibut

ions

, and

abili

ties

of m

ales

and

fem

ales

4.C

ontin

ues

to e

xpan

d so

cial

ski

lls, e

.g.,

unde

rsta

nds

ane

ed f

or r

ules

and

str

uctu

re, s

ugge

sts

and

nego

tiate

sru

les

7.T

akes

into

acc

ount

div

ersi

ty a

mon

g in

divi

dual

sa.

str

engt

hs/li

mita

tions

b. h

andi

capp

ing

cond

ition

sc.

mat

urat

ion

d. la

ngua

ge d

iffe

renc

es

8.Is

bec

omin

g aw

are

of th

e im

port

ance

of

bein

g a

good

spo

rt

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

123

r-10

;

2: E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 9

.0 Y

ears

Phys

ical

. Ind

icat

ors

Gro

ss M

otor

1.E

xhib

its m

ore

cont

rol o

ver

body

thro

ugh

refi

ning

loco

mot

or s

kills

incl

udin

g sk

ippi

ng, h

oppi

ng,

jum

ping

; cat

chin

g, th

row

ing,

bat

ting;

bal

anci

ng;

clim

bing

2.E

xhib

its b

ody

stre

ngth

and

sta

min

a in

pul

ling,

push

ing,

clim

bing

, sw

ingi

ng; w

alki

ng, r

unni

ng,

clim

bing

3.E

xhib

its c

oord

inat

ion

and

flex

ibili

ty in

run

ning

,da

ncin

g, c

limbi

ng, c

raw

ling,

ska

ting,

div

ing,

swim

min

g, b

ikin

g

4.C

ontin

ues

to r

espo

nd to

a v

arie

ty o

f rh

ythm

icst

imul

i thr

ough

bod

y m

ovem

ents

, ind

ivid

ually

and

ingr

oups

5.Is

abl

e to

app

ropr

iate

ly u

se e

quip

men

t for

phy

sica

lde

velo

pmen

t, e.

g., j

ump

rope

s, s

kate

boar

ds, b

alls

, bat

s,bi

kes,

par

achu

tes;

gym

nast

ic a

ppar

atus

; pla

ygro

und

equi

pmen

t

6.E

njoy

s ac

tivity

for

its

own

sake

indi

vidu

ally

and

thro

ugh

team

act

iviti

es/s

port

s

7.Is

sel

f-m

otiv

ated

to p

erfe

ct p

hysi

cal s

kills

thro

ugh

prac

tice.

Fine

Mot

or

1.R

efin

es c

ontr

ol o

f sm

all m

otor

ski

lls, e

.g.,

aim

ing,

wri

ting,

pai

ntin

g, k

eybo

ardi

ng, v

ideo

gam

es, m

usic

alin

stru

men

ts, w

oodw

orki

ng, a

nd c

ooki

ng to

ols

2.A

pplie

s an

d in

tegr

ates

ski

lls o

f co

ordi

natio

n an

dst

reng

th w

ith in

crea

sing

ly o

ompl

ex d

aily

act

iviti

es

Cog

nitiv

e In

dica

tors

Atte

ntio

n

1.A

ttend

s fo

r ex

tend

ed p

erio

ds o

n se

lf-s

elec

ted

activ

ities

2.Is

beg

inni

ng to

incr

ease

cap

acity

to a

ttend

to a

dult-

dire

cted

task

s

3.H

as im

prov

ed a

bilit

ies

to s

cree

n ou

t dis

trac

tions

and

focu

s on

a ta

sk

Cog

nitiv

e Sp

irit

Is m

ore

goal

-dir

ecte

d in

lear

ning

, e.g

., in

tere

sted

in th

e pr

oduc

t

2.Is

eag

er to

sha

re id

eas,

tale

nts,

ski

lls

3.E

xpan

ds a

nd d

eepe

ns in

tere

st a

nd in

volv

emen

t in

unde

rsta

ndin

g in

crea

sing

ly c

ompl

ex id

eas

4.T

hink

s ab

out p

ossi

bilit

ies

neve

r ex

peri

ence

d

Perc

eptio

n

1.Is

abl

e to

use

sen

sory

mod

ality

app

ropr

iate

to th

esi

tuat

ion

2.R

efin

es p

erce

ptua

l dis

crim

inat

ion

in u

sing

sym

bolic

syst

ems:

num

eric

, alp

habe

tic, m

usic

al, g

raph

ic, s

patia

l

3.A

ttach

es m

eani

ng to

new

exp

erie

nces

fro

m a

n ex

istin

gra

nge

of s

tore

d pe

rcep

tions

4C

reat

es a

nd in

tegr

ates

pat

tern

s an

d re

latio

nshi

psin

the

livin

g an

d no

n-liv

ing

envi

ronm

ents

Mem

ory

1.U

ses

mem

ory

stra

tegi

es, e

.g.,

rule

s, s

ayin

gs, o

rm

nem

onic

dev

ices

2.U

ses

reca

ll as

a b

asis

for

abs

trac

t thi

nkin

ga.

pred

icts

fut

ure

even

ts

b.im

agin

es w

hat c

ould

be

3.A

pplie

s re

calle

d in

form

atio

n an

d ex

peri

ence

s to

a. b. c.

deve

lop

imag

inat

ive

play

atta

ch m

eani

ng to

new

exp

erie

nces

form

ulat

e ne

eded

rul

es

Prob

lem

Sol

ving

Use

s te

chni

ques

to s

olve

pro

blem

s, e

.g.,

grap

hing

.ou

tlini

ng, b

rain

stor

min

g, m

appi

ng, w

ebbi

ng, o

rgan

izin

gda

ta

2.U

ses

reso

urce

s to

sol

ve p

robl

ems

a. b. c.

know

s w

here

to f

ind

rele

vant

res

ourc

es

know

s ho

w to

use

res

ourc

es

know

s ho

w to

use

ava

ilabl

e te

chno

logy

3.U

ses

stra

tegi

es to

pro

blem

sol

vea.

App

lies

know

ledg

e fr

om p

ast e

xper

ienc

e to

new

pro

blem

sb.

Imag

ines

hyp

othe

tical

pos

sibi

litie

sc.

Com

pare

s se

vera

l pos

sibl

e so

lutio

ns

4.E

valu

ates

qua

lity

of o

wn

and

othe

rs' w

ork,

idea

s,an

d op

inio

nst(

ontm

und

on n

ext p

age)

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

124

L--

1_5D

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 9

.0 Y

ears

Cog

nitiv

e In

dica

tors

- C

ontin

ued

Log

ical

Thi

nkin

g

Is b

ecom

ing

a pr

oble

m s

olve

ra. b. c. d.

iden

tifyi

ng p

robl

ems

mns

ider

ing

poss

ible

cau

ses

loca

ting

reso

urce

s to

sol

ve p

robl

ems

test

ing

solu

tions

2.Is

bec

omin

g a

criti

cal t

hink

era. b. c. d.

com

pari

ng a

nd c

ontr

astin

g id

eas

anal

yzin

g co

ncep

ts

synt

hesi

zing

idea

sre

latin

g pa

rts

to w

hole

3.Is

bec

omin

g a

scie

ntif

ic th

inke

ra.

obse

rvin

g

b.re

cord

ing

data

cpr

edic

ting

outc

omes

dex

peri

men

ting

e.dr

awin

g co

nclu

sion

s

4.Is

bec

omin

g an

abs

trac

t thi

nker

a.so

lvin

g pr

oble

ms

with

out c

oncr

ete

mat

eria

ls

b.re

latin

g pa

st, p

rese

nt, a

nd f

utur

e

5.Is

bec

omin

g a

mat

hem

atic

al th

inke

ra. b. d.

reco

gniz

ing

patte

rns

and

seei

ng r

elat

ions

hips

estim

atin

gm

easu

res,

usi

ng s

tand

ard

mea

sure

men

t too

lsun

ders

tand

ing

mea

sure

men

t con

cept

sus

ing

mat

hem

atic

al p

roce

sses

to s

olve

pro

blem

s

1 G

Aes

thet

ic/C

reat

ive

Indi

cato

rs

Cre

ates

1.Se

eks

oppo

rtun

ities

for

per

sona

l art

istic

exp

ress

ion

2.Is

bec

omin

g a

crea

tive

thin

ker

a b. c. d. e.

find

s no

vel c

ombi

natio

ns a

nd u

ses

for

mat

eria

lsth

inks

of

new

inve

ntio

ns

reco

gniz

es c

reat

ivity

in o

ther

s

imag

ines

hyp

othe

tical

pos

sibi

litie

s

expa

nds

abili

ty to

pre

tend

3.Pr

oduc

es o

rigi

nal w

orks

a.co

mpo

ses

stor

ies

or p

lays

, ski

ts, c

omed

ies

b.im

prov

ises

sou

nds

and

rhyt

hms

c.cr

eate

s pr

ops,

sce

nery

, and

cos

tum

esd.

uses

dif

fere

nt m

edia

for

exp

ress

ion,

e.g

.,

vide

otap

es, f

ilms,

pho

tos

e.cr

eate

s sc

ulpt

ures

, pic

ture

s, d

iora

mas

Res

pond

s

I.

App

reci

ates

the

artis

tic e

xpre

ssio

ns o

f ot

hers

a. b. c. d r.

art p

ictu

res

and

scul

ptur

es

poem

s or

sto

ries

mus

ic

dram

aar

chite

ctur

e

2.G

row

s in

app

reci

atio

n of

nat

ure,

e.g

, se

ason

al c

hang

es,

wea

ther

, lan

dsca

pes,

riv

ers,

ani

mal

s, la

kes,

and

tree

s

3.R

ecog

nize

s ar

tistic

con

trib

utio

ns o

f al

l cul

ture

san

d of

bot

h w

omen

and

men

Eva

luat

es

1R

eact

s th

ough

tful

ly to

art

istic

wor

ks th

roug

hha

ving

a w

ide

expo

sure

to c

reat

ive

tech

niqu

es a

ndfo

rms

2Is

abl

e to

judg

e w

heth

er a

par

ticul

ar a

rtis

ticex

pres

sion

has

per

sona

l mea

ning

3.E

xpan

ds u

nder

stan

ding

of

artis

tic w

orks

thro

ugh

expl

orat

ion

of th

e liv

es a

nd ti

mes

of

artis

ts, e

.g ,

com

pose

rs, w

rite

rs, p

erfo

rmer

s, p

aint

ers,

scu

lpto

rs.

phot

ogra

pher

s, a

rchi

tect

s

4Is

dev

elop

ing

an a

war

enes

s of

the

artis

tic c

ontr

ibu-

tions

in d

iver

se c

ultu

res,

e.g

, m

usic

and

inst

ru-

men

ts; a

rts,

incl

udin

g te

xtile

s an

d po

ttery

: dan

ces,

ritu

als,

bui

ldin

gs o

r st

ruct

ures

; cer

emon

ies,

and

cele

brat

ions

5.N

otic

es a

spec

ts o

f ae

sthe

tics

in n

ew a

nd r

outin

eex

peri

ence

s, e

.g.,

line,

col

or, s

hape

, sou

nds,

text

ures

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e Pa

ge 1

25

r 71

2. E

arly

Chi

ldho

od. I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 9

.0 Y

ears

Rec

eptiv

e C

omm

unic

atio

n: N

onve

rbal

1.C

ontin

ues

to in

terp

ret,

atta

ch m

eani

ng, a

nd r

eact

to n

onve

rbal

beh

avio

r, e

.g.,

gest

ures

, act

ion,

pos

ture

,fa

cial

exp

ress

ions

2.C

ontin

ues

to d

evel

op s

ense

of

self

thro

ugh

nonv

erba

lcu

es f

rom

oth

ers,

e.g

., sm

iles,

hug

s, f

row

ns, i

ndif

fere

nce

3.Is

abl

e to

iden

tify

mix

ed m

essa

ges,

i.e.

, the

non

verb

alcu

es a

nd s

poke

n m

essa

ge a

re a

t var

ianc

e

4.E

xpan

ds u

nder

stan

ding

of

stan

dard

ges

ture

s in

the

cultu

re a

nd le

arns

ges

ture

s of

oth

er c

ultu

res

Rec

eptiv

e C

omm

unic

atio

n: L

iste

ning

Dem

onst

rate

s ap

prec

iativ

e lis

teni

ng, e

.g.,

conv

ersa

tions

with

pee

rs, l

onge

r st

orie

s or

spe

eche

s, m

usic

al p

rogr

ams

2.G

row

s in

abi

lity

to li

sten

with

out i

nter

rupt

ing

3.M

aint

ains

list

enin

g co

mpr

ehen

sion

, e.g

., fo

llow

s a

seri

alst

ory

or te

levi

sion

plo

t

4.E

xpan

ds a

bilit

y to

list

en a

naly

tical

ly, e

.g.,

to m

ake

conn

ectio

ns w

ith w

hat i

s al

read

y kn

own,

to e

valu

ate

wha

t is

hear

d, a

nd to

dra

w c

oncl

usio

ns

5.L

iste

ns b

y sc

reen

ing

out e

xtra

neou

s so

unds

6C

an li

sten

with

out v

isua

ls, e

.g.,

tape

s, r

ecor

ds, b

ooks

7.A

sks

ques

tions

to c

lari

fy m

eani

ng

8A

sks

ques

tions

to e

xten

d m

eani

ng, i

.e.,

"How

abo

ut...

?W

hat i

f...?

"

Con

mun

icat

ion

indi

cato

rs

Rec

eptiv

e C

omm

unic

atio

n:L

iste

ning

- C

ontin

ued

Gai

ns in

form

atio

n th

roug

h lis

teni

ng

i0.

Beg

ins

to d

istin

guis

h be

twee

n fa

ct a

nd f

ictio

n w

hile

liste

ning

11.

Beg

ins

to r

ealiz

e th

at a

ll lis

tene

rs d

o no

t get

the

sam

e m

eani

ngs

from

spo

ken

mes

sage

Rec

eptiv

e C

omm

unic

atio

n: R

eadi

ng

1.B

egin

s to

und

erst

and

the

read

ing

proc

ess

as:

a.a

tran

sact

ion

betw

een

wri

ter

and

read

erb.

pred

ictin

g, o

onfi

rmin

g/di

scon

firm

ing,

com

preh

endi

ng

2.R

eads

for

a v

arie

ty o

f pu

rpos

es, e

.g ,

enjo

ymen

t,in

form

atio

n, to

app

reci

ate

the

beau

ty o

f th

ela

ngua

ge, t

o br

oade

n kn

owle

dge

3.R

eads

to le

arn

mor

e ab

out t

he w

orld

and

to s

hare

vica

riou

sly

in th

e ex

peri

ence

s of

oth

ers

4.B

egin

s to

see

sim

ilari

ties

amon

g pi

eces

of

liter

atur

e:e.

g., t

hem

es, s

ettin

gs, c

hara

cter

izat

ion,

plo

t

5.B

egin

s to

iden

tify

the

auth

or's

app

roac

h, e

.g.,

hum

or,

adve

ntur

e, m

yste

ry

6.B

egin

s to

iden

tify

and

eval

uate

trai

ts o

f st

ory

char

acte

rs

7.B

egin

s to

rea

lize

that

all

read

ers

do n

ot g

et th

esa

me

mea

ning

s fr

om p

rint

ed m

ater

ials

8.B

egin

s to

con

nect

lite

ratu

re w

ith li

fe e

xper

ienc

es

Rec

eptiv

e C

omm

unic

atio

n:R

eadi

ng -

Con

tinue

d9.

Feel

s co

mfo

rtab

le in

que

stio

ning

the

auth

or's

poi

nt o

fvi

ew

10.

Use

s a

vari

ety

of r

eadi

ng c

ues

to c

onst

ruct

mea

ning

:a.

prio

r kn

owle

dge

and

expe

rien

ces

b.co

ntex

t rela

tes

new

info

rmat

ion

to to

tal c

onte

nt

2sy

ntax

or

gram

mat

ical

ord

er

c.so

und/

sym

bol r

elat

ions

hips

11.

Use

s st

rate

gies

app

ropr

iate

to d

iffe

rent

con

tent

are

as

12.

Seek

s so

urce

s of

rea

ding

mat

eria

l with

in a

nd o

utsi

deth

e sc

hool

env

iron

men

ta. b.

new

spap

ers,

mag

azin

es, c

omic

s, a

nd b

ooks

envi

ronm

enta

l pri

nt, e

.g.,

cere

al b

oxes

,

billb

oard

s, p

oste

rs, s

igns

, T-s

hirt

s

Exp

ress

ive

Com

mun

icat

ion:

Non

verb

al

Mod

els

and

unde

rsta

nds

nonv

erba

l com

mun

icat

ion

mor

epr

ecis

ely,

e.g

., ac

tions

, pos

ture

s, g

estu

res,

fac

ial

expr

essi

on

2.C

ontin

ues

to c

onve

y ow

n fe

elin

gs a

nd to

imita

teot

hers

thro

ugh

expr

essi

on, g

estu

res,

pos

ture

s

3.U

ses

body

lang

uage

to r

einf

orce

spe

ech

or to

cre

ate

aco

mic

eff

ect

4.C

ontin

ues

to u

se p

anto

mim

e w

ith o

r w

ithou

t pro

ps

(Cor

iurl

exio

nnex

tpag

e)

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

126

16-2)

40

10

10

2. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el A

cros

s A

ll D

omai

ns: 9

.0 Y

ears

Com

mun

icat

ion

Indi

cato

rs C

ontin

ued

Exp

ress

ive

Com

mun

icat

ion:

Non

verb

al -

Con

tinue

d5.

Dra

mat

izes

beh

avio

rs s

een,

rea

d ab

out.,

or

imag

ined

6.E

xpan

ds u

se o

f st

anda

rd g

estu

res

of o

wn

cultu

re a

ndot

her

cultu

res

Exp

ress

ive

Com

mun

icat

ion:

Spe

akin

g

Is b

egin

ning

to e

xpre

ss th

ough

ts, o

pini

ons,

and

fee

lings

with

cla

rity

, pre

cisi

on, a

nd r

ichn

ess

of w

ord

choi

ces

2.C

reat

es o

rigi

nal s

tori

es w

ith in

crea

sing

ly c

ompl

exco

nten

t

3.U

ses

spee

ch, i

nclu

ding

spe

cial

ized

lang

uage

of

the

peer

grou

p, to

sha

re c

onfi

denc

es, p

lans

, ide

as, a

nd f

eelin

gsw

ith f

rien

ds

4.Is

beg

inni

ng to

use

spe

ech

for

mor

e co

mpl

ex p

urpo

ses:

a. b. c. d. e. f. g h.

rela

ting

even

ts w

ith r

elev

ant d

etai

lgi

ving

dir

ectio

ns a

ccur

atel

yex

plai

ning

how

to d

o so

met

hing

telli

ng a

seq

uent

ial s

tory

with

a b

egin

ning

and

endi

ngfr

amin

g qu

estio

nsus

ing

soci

al a

men

ities

suc

h as

mak

ing

anin

trod

uctio

n

givi

ng r

epor

ts

nego

tiatin

g op

tions

5.C

ontin

ues

to u

se s

peec

h to

ven

t fee

lings

6C

ontr

i':ut

es id

eas

to g

roup

dis

cuss

ions

and

may

hel

p to

guid

e th

e di

scus

sion

C_

Exp

ress

ive

Com

mun

icat

ion:

Wri

ting

Cho

oses

to w

rite

for

enj

oym

ent,

2.U

ses

a va

riet

y of

wri

ting

genr

e: r

epor

ts, s

tori

es, p

oem

s,ly

rics

, let

ters

, lis

ts, m

essa

ges,

jour

nals

, cri

tique

s

3.D

evel

ops

an id

ea a

nd g

ives

sup

port

ing

deta

ils in

apa

ragr

aph

4.C

lari

fies

ow

n th

inki

ng th

roug

h w

ritin

g

5.U

ses

proc

ess

wri

ting,

e.g

., pr

ewri

ting,

dra

ftin

g, r

evie

wor

con

fere

ncin

g, e

ditin

g, p

ublis

hing

6.B

egin

s to

inte

rnal

ize

proc

ess

wri

ting

and

use

itin

depe

nden

tly

7.L

earn

s to

spe

ll by

wri

ting

and

read

ing

H.

Is m

ovin

g to

war

d co

nven

tiona

lity

in s

pelli

ng a

ndgr

amm

ar

9.Is

beg

inni

ng to

use

mec

hani

cs o

f w

ritin

g:a.

endi

ng p

unct

uatio

nb.

inte

rnal

pun

ctua

tion,

e.g

., co

mm

as, q

uota

tion

mar

ksc.

capi

tals

10.

Use

s pi

ctur

es, d

iagr

ams,

and

gra

phic

s to

con

vey

mea

ning

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

127

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

inD

omai

ns

166

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

inD

omai

ns

Pers

onal

Ind

icat

ors:

Em

otio

nal D

evel

opm

ent

Pers

onal

Ind

icat

ors

Bir

th T

hrou

gh 1

5 M

onth

s:E

mot

iona

l Dev

elop

men

t

1.E

xpre

sses

sev

eral

cle

arly

dif

fere

ntia

ted

emot

ions

: ple

asur

e, a

nger

, anx

iety

, or

fear

2.M

irro

rs e

mot

ions

of

othe

rs

Pers

onal

Ind

icat

ors

at 2

.5 Y

ears

:E

mot

iona

l Dev

elop

men

t

I.U

ses

emot

ions

in a

ttem

pt to

exp

ress

need

s an

d to

ass

ert d

esir

es: a

nger

,ra

ge, p

outin

g, e

ager

ness

, joy

, gle

e

2,Is

just

beg

inni

ng to

exp

ress

em

otio

nsve

rbal

ly, e

.g.,

"yuc

k,"

"hat

e yo

u,"

love

you"

3.L

augh

s at

non

-thr

eate

ning

inco

ngru

ities

, e.g

., di

sapp

eari

ng o

bjec

tsor

fun

ny m

ovem

ents

4.R

espo

nds

to p

rais

e

5.Is

beg

inni

ng to

sen

se a

nd r

espo

nd to

emot

ions

in o

ther

s

Pers

onal

Ind

icat

ors

at 4

.5 Y

ears

:E

mot

iona

l Dev

elop

men

t

1.Is

incr

easi

ngly

com

pete

nt in

reco

gniz

ing,

und

erst

andi

ng, a

ndla

belin

g ow

n em

otio

ns if

labe

ls h

ave

been

lear

ned

a.an

ger

b.ha

ppin

ess

c.sa

dnes

sd.

fear

or

surp

rise

2.Is

beg

inni

ng to

use

wor

ds in

stea

d of

actio

ns to

exp

ress

em

otio

ns

3.R

espo

nds

to o

ther

s' e

mot

ions

, e.g

.,sh

ows

empa

thy

4.Is

beg

inni

ng to

sel

f-re

gula

te a

nd h

andl

eem

otio

ns a

ppro

pria

tely

5.U

ses

play

to u

nder

stan

d an

d re

spon

dto

ow

n fe

elin

gs, t

o ex

plor

e em

otio

nal

stat

es, a

nd to

pra

ctic

e ne

w s

kills

6.B

egin

s to

see

hum

or in

eve

ryda

ysi

tuat

ions

and

in s

tori

es a

nd p

ictu

res

7.R

espo

nds

to p

rais

e an

d cr

itici

sm

Pers

onal

Ind

icat

ors

at 6

.5 Y

ears

:E

mot

iona

l Dev

elop

men

t

1.C

ontin

ues

to id

entif

y, e

xpre

ss, a

ndth

ink

of s

olut

ions

or

actio

ns f

or p

erso

nal

feel

ings

2.B

egin

s to

cop

e co

nstr

uctiv

ely

with

vari

ous

emot

iona

l sta

tes:

a. b. c. d. e. f.

reje

ctio

ndi

sapp

oint

men

tfa

ilure

frus

trat

ion

succ

ess

exci

tem

ent

3.B

egin

s to

und

erst

and

and

acce

ptva

riou

s em

otio

nal r

espo

nses

fro

m o

ther

s

4.Sh

ares

fee

lings

of

othe

rs

5.R

ecog

nize

s hu

mor

in e

very

day

situ

atio

ns a

nd e

xpre

sses

hum

or in

wor

dpl

ay, j

okes

, and

act

ions

6.Is

sen

sitiv

e to

pra

ise

and

criti

cism

fro

mad

ults

and

pee

rs

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

129

Pers

onal

Ind

icat

ors

at 9

.0 Y

ears

:E

mot

iona

l Dev

elop

men

t

1.Is

con

tinui

ng to

exp

and

stra

tegi

es f

orco

nstr

uctiv

ely

copi

ng w

ith r

ejec

tion,

disa

ppoi

ntm

ent,

failu

re, f

rust

ratio

n,su

cces

s, p

rais

e, e

xcite

men

t

2.Sh

ares

em

otio

ns o

f ot

hers

sho

win

gsy

mpa

thy,

joy,

car

ing

3.Is

con

tinui

ng to

dev

elop

a s

ense

of

hum

ora.

reco

gniz

es h

umor

ous

situ

atio

nsb.

tells

joke

s an

d fu

nny

stor

ies

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

nsPe

rson

al I

ndic

ator

s at

9.0

Yea

rs:

Independence

Pers

onal

Ind

icat

ors

Bir

th T

hrou

gh 1

5 M

onth

s:Independence

1.B

egin

s to

mee

t ow

n ne

eds,

e.g

., pu

ts s

elf

to s

leep

, am

uses

sel

f w

ith o

bjec

ts, c

alm

sse

lf

2.A

sser

ts s

elf

Pers

onal

Ind

icat

ors

at 2

.5 Y

ears

:Independence

I.B

egin

s to

indi

cate

nee

ds v

erba

lly a

ndno

nver

bally

2.B

egin

s to

mee

t ow

n ne

eds,

e.g

.,un

dres

ses

and

dres

ses

self

3.B

egin

s to

ent

erta

in s

elf

with

phy

sica

lac

tiviti

es a

nd o

bjec

ts

4.R

espo

nds

to v

erba

l cue

s to

inhi

bit

actio

ns

5.D

evel

ops

a se

nse

of a

uton

omy

thro

ugh

asse

rtiv

enes

s

6H

as th

e ab

ility

to s

epar

ate

from

prim

ary

care

give

r

1 7o

Pers

onal

Ind

icat

ors:

Pers

onal

Ind

icat

ors

at 4

.5 Y

ears

:Independence

1.B

egin

s to

mee

t ow

n ne

eds,

e.g

., ea

ting,

dres

sing

, toi

letin

g, a

nd g

room

ing

2.B

egin

s to

mee

t ow

n en

tert

ainm

ent

need

s

3.B

egin

s to

exe

rcis

e se

lf-c

ontr

ol w

ithen

cour

agem

ent

4.Se

para

tes

from

pri

mar

y ca

regi

ver

5.A

ccep

ts o

ther

adu

lts f

or s

uppo

rt a

ndnu

rtur

ing

6.D

emon

stra

tes

emer

ging

inde

pend

ence

a.co

mm

unic

atin

g ph

ysic

al n

eeds

verb

ally

b.as

sert

ing

self

with

incr

easi

ngco

nfid

ence

Inde

pend

ence

Pers

onal

Ind

icat

ors

at 6

.5 Y

ears

:Independence

1.C

ontin

ues

to a

chie

ve s

elf-

cont

rol

thro

ugh

self

-obs

erva

tion,

sel

f-gu

idan

ce,

and

setti

ng r

ealis

tic li

mits

on

own

actio

ns

2.C

ontin

ues

to d

emon

stra

te e

mer

ging

inde

pend

ence

by:

a.m

eetin

g ow

n ph

ysic

al n

eeds

, e.g

.,hu

nger

, col

d, w

etb.

com

mun

icat

ing

phys

ical

nee

dsc.

rely

ing

on s

elf

to ta

ke c

are

of d

aily

rout

ines

suc

h as

eat

ing,

dre

ssin

g,to

iletin

g, a

nd g

room

ing

3.B

egin

s to

mee

t ow

n ne

eds

for

ente

rtai

nmen

t, e

g., o

rgan

izin

g or

join

ing

peer

gro

ups,

sel

ectin

g pr

ogra

ms,

choo

sing

act

iviti

es

4B

egin

s to

mee

t res

pons

ibili

ty f

oras

sign

ed ta

sks

or c

hore

s w

ith r

emin

ders

5C

ontin

ues

to d

evel

op s

elf-

cont

rol,

e.g

,a.

follo

ws

rule

sb

antic

ipat

es c

onse

quen

ces

c.ca

n in

tern

aliz

e va

lues

6B

egin

s to

exp

erie

nce

self

-sat

isfa

ctio

nfr

om f

ollo

win

g th

roug

h on

ow

n in

tere

sts

7Se

eks

out o

ther

adu

lts f

or s

uppo

rt a

ndnu

rtur

ing

Con

tinue

s to

dev

elop

inde

pend

ence

thro

ugh

aas

sert

ing

pref

eren

ces

bju

dgin

g fa

irne

ssc

voic

ing

diss

ent

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e Pa

ge 1

30

1.Is

dev

elop

ing

an a

bilit

y to

act

res

pons

ibly

,a.

com

plet

es ta

sks

with

out b

eing

rem

inde

db.

take

s ca

re o

f pe

rson

al p

osse

ssio

nsc.

take

s ca

re o

f im

med

iate

env

iron

men

td.

cont

inue

s to

dev

elop

sel

f-ca

re s

kills

2.U

ses

publ

ic o

r pr

ivat

e tr

ansp

orta

tion

toex

tend

per

sona

l env

iron

men

t

3.C

omm

unic

ates

by

phon

e an

d m

ail t

oex

pand

per

sona

l con

tact

s

4.E

xten

ds e

nter

tain

men

t opp

ortu

nitie

s to

incl

ude

new

are

as, l

ocat

ions

, and

gro

ups

5.B

egin

s to

ach

ieve

sel

f-co

ntro

l thr

ough

:a.

self

-obs

erva

tion

b.se

lf-g

uida

nce

cse

tting

rea

listic

lim

its o

n ow

n ac

tions

d.re

latin

g ac

tions

to v

alue

s

6.Is

dev

elop

ing

the

capa

city

to b

e se

lf-

mot

ivat

eda.

can

wor

k w

ithou

t pra

ise

b.ca

n ev

alua

te o

wn

effo

rts

c.ch

oose

s to

lear

n

7.Is

lear

ning

to a

ccep

t the

nee

d fo

rde

laye

d gr

atif

icat

ion,

e.g

,a.

wai

ts f

or a

ttent

ion,

turn

s, o

r a

chan

ceto

spe

akb.

plan

s or

wor

ks f

or a

fut

ure

rew

ard

c.ca

n de

fer

plea

sure

s or

nee

ds w

hen

the

need

for

del

ay is

und

erst

ood

8.G

ains

sel

f-su

ffic

ienc

y th

roug

h us

e of

adu

ltsan

d pe

ers

as r

esou

rces

9Sh

ows

asse

rtiv

enes

s in

def

endi

ng p

erso

nal

righ

ts a

nd b

elie

fs

10Is

inte

rest

ed in

acc

ompl

ishm

ent a

ndbe

ginn

ing

to u

nder

stan

d pr

oces

sa

seei

ng th

e go

alb.

orga

nizi

ng w

ork

cat

tend

ing

to d

etai

ld

revi

sing

and

red

oing

, as

neer

ssiin

;e

linng

ing

aLa

Sk

to c

ompl

etio

n

1:1

3. la

rly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Pers

onal

Ind

icat

ors

Bir

th T

hrou

gh 1

5 M

onth

s:Se

lf-C

once

pt

1.D

istin

guis

hes

self

fro

m o

ther

s

Pers

onal

Ind

icat

ors

at 2

.5 Y

ears

:Se

lf-C

onre

pt

1.Sh

ows

prid

e an

d pl

easu

re in

new

acco

mpl

ishm

ents

, e.g

., cl

imbs

,sc

ribb

les,

sin

gs

2.H

as a

n em

ergi

ng s

ense

of

self

, e.g

.,ad

mir

es o

wn

appe

aran

ce, i

dent

ifie

s ow

nsp

ace

and

poss

essi

ons

Soci

al in

dica

tors

: Sel

f C

once

pt

Pers

onal

Ind

icat

ors

at 4

.5 Y

ears

:Se

lf-C

once

pt

1.B

egin

s to

exp

erim

ent w

ith o

wn

pote

ntia

l, e.

g., t

ries

out

adu

lt ro

les

and

imita

tes

othe

r ch

ildre

n

2.Fi

nds

satis

fact

ion

in o

wn

capa

bilit

ies

3.Is

dev

elop

ing

awar

enes

s of

sel

f as

havi

ng c

erta

in a

bilit

ies,

cha

ract

eris

tics,

and

pref

eren

ces

4.H

as a

beg

inni

ng a

war

enes

s, k

now

ledg

e,an

d ac

cept

ance

of

own

gend

er a

ndet

hnic

iden

tity

Pers

onal

. Ind

icat

ors

at 6

.5 Y

ears

:Se

lf-C

once

pt

1.C

ontin

ues

to e

xplo

re n

ew r

oles

and

poss

ibili

ties

2.E

njoy

s an

d ta

kes

prid

e in

doi

ngso

met

hing

wel

l

3.C

row

ing

conf

iden

ce in

sel

f as

a c

apab

lein

divi

dual

4.C

ontin

ues

to d

evel

op u

nder

stan

ding

and

appr

ecia

tion

of o

wn

grow

th a

ndch

ange

5.B

egin

s to

eva

luat

e ow

n ac

tivity

6.Is

com

fort

able

with

ow

n bo

dy, s

ex, s

elf,

and

pers

onal

rol

e

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Birt

h to

Nin

e -

Pag

e 13

1

Pers

onal

Ind

icat

ors

at 9

.0 Y

ears

:Se

lf-C

once

pt

1.C

ontin

ues

tose

e se

lf a

s a

pers

on w

ith a

rang

e of

pot

entia

l rol

es

2.H

as a

n ap

prec

iatio

n of

ow

n w

orth

3.Is

a r

isk

take

ra.

not a

frai

d to

be

diff

eren

tb.

able

to la

ugh

at s

elf

c.se

eks

new

exp

erie

nces

d.ha

s co

urag

e to

try

4.In

crea

ses

abili

ty to

eva

luat

e ow

n w

ork

5.V

alue

s ow

n se

x ro

le

170

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Pers

onal

Ind

icat

ors

Bir

th T

hrou

gh 1

5 M

onth

s:H

ealth

and

Saf

ety

1.R

espo

nds

to p

rohi

bitio

ns, e

g ,

"hot

,--n

o"

2.R

elie

s on

adu

lts f

or p

rote

ctio

n

Pers

onal

Ind

icat

ors

at 2

.5 Y

ears

:H

ealth

and

Saf

ety

1.T

akes

an

inte

rest

in p

erfo

rmin

g he

alth

rout

ines

, e.g

.. w

ashi

ng h

ands

, bru

shin

gte

eth

2.T

rust

s an

adu

lt to

giv

e ac

cura

tein

form

atio

n ab

out s

afet

y ha

zard

s

3.U

ses

an a

dult

as s

uppo

rt in

situ

atio

nspe

rcei

ved

as th

reat

enin

g

Pers

onal

Ind

icat

ors:

Hea

lth a

nd S

afet

y

Pers

onal

Ind

icat

ors

at 4

.5 Y

ears

:H

ealth

and

Saf

ety

1.B

egin

s to

be

awar

e of

bas

ic h

ealth

habi

ts, e

.g.,

rest

, nut

ritio

n, e

xerc

ise,

hygi

ene

Beg

ins

to id

entif

y po

tent

ial h

ealth

and

safe

ty h

azar

ds, e

.g.,

elec

tric

ity, w

ater

,tr

affi

c, p

oiso

ns, t

ools

and

equ

ipm

ent,

stra

nger

s, u

nfam

iliar

ani

mal

s, d

ange

rsin

the

envi

ronm

ent,

wea

ther

3.Is

beg

inni

ng to

iden

tify

and

use

appr

opri

ate

safe

ty a

nd e

mer

genc

ypr

actic

es, e

.g.,

wea

ring

sea

t bel

ts,

dial

ing

911,

avo

idin

g st

rang

ers

4Is

abl

e to

iden

tify

diff

eren

ces

betw

een

appr

opri

ate

and

inap

prop

riat

e to

uch

betw

een

self

and

adu

lt

5.R

espo

nds

to a

dult

inqu

irie

s ab

out

chan

ges

in b

ody

heal

th, e

g.,

abus

e,in

jury

, illn

ess

6.Is

beg

inni

ng to

mov

e sa

fely

thro

ugh

spac

e, b

eing

aw

are

of s

elf,

oth

ers,

and

envi

ronm

ent

Pers

onal

Ind

icat

ors

at 6

.5 Y

ears

:H

ealth

and

Saf

ety

Show

s in

crea

sing

und

erst

andi

ng a

ndus

e of

pos

itive

hea

lth h

abits

, a g

., re

stan

d re

laxa

tion,

nut

ritio

n, e

xerc

ise,

hygi

ene

2C

ontin

ues

to id

entif

y po

tent

ial h

ealth

and

safe

ty h

azar

ds, i

nclu

ding

che

mic

alus

e/ab

use

Is in

crea

sing

ly a

ble

to u

se c

orre

ctem

erge

ncy

and

safe

ty p

roce

dure

s

4Id

entif

ies

chan

ges

in b

ody

heal

th a

ndsh

ares

this

info

rmat

ion

with

an

adul

t

5.Is

beg

inni

ng to

trea

t ow

n an

d ot

hers

'bo

dies

with

res

pect

and

beg

ins

toun

ders

tand

app

ropr

iate

and

inap

prop

riat

e to

uch

6.M

akes

use

of

prev

entiv

e he

alth

hab

its,

such

as

was

hing

han

ds, c

over

ing

mou

th

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

132

Pers

onal

Ind

icat

ors

9.0

Yea

rs:

Hea

lth a

nd S

afet

y

1.T

akes

con

scio

us r

espo

nsib

ility

for

heal

th h

abits

, e g

., pe

rson

al h

ygie

ne,

rest

and

rel

axat

ion,

nut

ritio

n, e

xerc

ise

2.U

nder

stan

ds th

e im

port

ance

of

avoi

ding

mis

use

of a

lcro

hol,

drug

s, a

nd to

bacc

o,an

d of

pre

vent

ing

the

spre

ad o

fco

mm

unic

able

dis

ease

s

3.T

akes

con

scio

us r

espo

nsib

ility

for

saf

ety

habi

ts, e

.g.,

bicy

cle,

fir

e, s

kate

boar

d, o

rw

ater

saf

ety

4.Is

beg

inni

ng to

take

con

scio

usre

spon

sibi

lity

for

nutr

ition

hab

its, e

g ,

heal

thfu

l sna

cks,

bal

ance

d m

eals

,br

eakf

ast

5B

egin

s to

und

erst

and

the

rela

tions

hip

betw

een

care

of

self

and

wel

lnes

s

6.M

ay p

rom

ote

heal

th a

nd s

afet

ypr

actic

es z

ealo

usly

, e.g

., el

imin

atin

gsm

okin

g, p

rese

rvin

g th

e en

viro

nmen

t

175

1111

SS

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Pers

onal

Ind

icat

ors

Bir

th T

hrou

gh 1

5 M

onth

s:M

oral

Dev

elop

men

t

(Not

app

licab

le)

Pers

onal

Ind

icat

ors

at 2

.5 Y

ears

:M

oral

Dev

elop

men

t

1.B

egin

s to

hav

e an

aw

aren

ess

of w

hat i

sac

cept

able

and

una

ccep

tabl

e

76

Pers

onal

Ind

icat

ors:

Mor

al D

evel

opm

ent

Pers

onal

Ind

icat

ors

at 4

.5 Y

ears

:M

oral

Dev

elop

men

t

1.B

egin

s to

rec

ogni

ze w

hat n

eeds

to b

esh

ared

and

wha

t can

be

owne

d

2.B

egin

s to

dev

elop

a s

ense

of f

airn

ess,

e.g.

, tak

ing

turn

s, s

harin

g a

trea

t

Pers

onal

Ind

icat

ors

at 6

.5 Y

ears

:M

oral

Dev

elop

men

t

1.A

cts

in w

ays

that

ref

lect

a k

now

ledg

e of

othe

rs' r

ight

s

2.G

row

s in

aw

aren

ess

of n

eed

to b

alan

cein

divi

dual

and

gro

up r

ight

s

3.C

row

s in

abi

lity

to a

pply

sen

se o

ffa

irnes

s to

a s

ocia

l con

text

, e.g

.,ev

eryo

ne s

houl

d ha

ve a

pla

ce to

live

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Birt

h to

Nin

e -

Pag

e 13

3

Pers

onal

Ind

icat

ors

9.0

Yea

rs:

Mor

al D

evel

opm

ent

1.A

cts

to s

afeg

uard

rig

hts

of o

ther

s

2.H

as b

egin

ning

aw

aren

ess

of e

thic

al o

run

ethi

cal b

ehav

ior

3.Ju

dges

act

ions

of o

ther

s

4.B

egin

s to

app

ly e

thic

al s

tand

ards

toow

n be

havi

or

5.H

as a

n em

ergi

ng a

war

enes

s of

soc

ial

issu

es, e

.g.,

thre

ats

to h

ealth

, saf

ety,

and

the

envi

ronm

ent;

pers

onal

and

prop

erty

rig

hts;

hom

eles

snes

s, a

ndw

orld

hun

ger

11.

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Soci

al I

ndic

ator

sB

irth

Thr

ough

15

Mon

ths:

Sens

e of

Sel

f as

a S

ocia

l Bei

ng

Soci

al I

ndic

ator

s: S

ense

of

Self

as

a So

cial

Bei

ng

Soci

al I

ndic

ator

s at

4.5

Yea

rs:

Sens

e of

Sel

f as

a S

ocia

l Bei

ngSo

cial

Ind

icat

ors

at 6

.5 Y

ears

:Se

nse

of S

elf

as a

Soc

ial B

eing

1.D

iffe

rent

iate

s se

lf f

rom

ano

ther

1.B

egin

s to

hav

e em

path

y fo

r ot

hers

1.

2.M

irro

rs e

mot

ions

of

othe

rs2.

Dem

onst

rate

s a

sens

e of

trus

t thr

ough

:a.

seek

ing

help

and

ass

ista

nce

2.

3.Im

itate

s th

ings

the

care

give

r do

esb.

seek

ing

emot

iona

l sup

port

fro

mad

ults

Soci

al I

ndic

ator

s at

2.5

Yea

rs:

Sens

e of

Sel

f as

a S

ocia

l Bei

ng__

1.Is

incr

easi

ngly

aw

are

of o

ther

s as

dist

inct

fro

m s

elf

2.Is

aw

are

of o

ther

s' f

eelin

gs

3.Im

itate

s be

havi

or o

f ad

ults

and

pee

rs

"lC

i

Beg

ins

to g

ain

satis

fact

ion

from

giv

ing

thin

gs a

nd d

oing

thin

gs f

or o

ther

s

'l as

a s

ense

of

self

as

a m

embe

r of

agr

oup

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e Pa

ge 1

34

Soci

al I

ndic

ator

s at

9.0

Yea

rs:

Sens

e of

Sel

f as

a S

ocia

l Bei

ng

I.Is

incr

easi

ngly

inde

pend

ent o

f ad

ults

2.Is

dev

elop

ing

a se

nse

of c

omm

unity

with

othe

rs

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Soci

al I

ndic

ator

sB

irth

Thr

ough

15

Mon

ths:

Soci

al R

elat

ions

I.R

espo

nds

to o

r in

itiat

es g

ames

, e.g

.,-P

at-a

-Cak

e,"

blow

ing

bubb

les,

turn

-ta

king

gam

es

2.C

an b

e co

mfo

rted

by

fam

iliar

adu

ltw

hen

dist

ress

ed

3.D

emon

stra

tes

an in

tere

st in

adu

lts a

ndch

ildre

n

4.R

elie

s on

adu

lt fo

r ph

ysic

al a

ndem

otio

nal s

uppo

rt

Show

s af

fect

ion

for

fam

iliar

per

son

Soci

al I

ndic

ator

s at

2.5

Yea

rs:

Soci

al R

elat

ions

1.D

emon

stra

tes

inte

rest

in p

layi

ng w

ithot

her

child

ren

2.E

njoy

s pa

rtic

ipat

ing

in s

mal

l gro

upac

tiviti

es f

or s

hort

per

iods

of

time

3.L

abel

s so

me

child

ren

as f

rien

ds

4B

egin

s to

rea

lize

othe

rs h

ave

righ

ts a

ndpr

ivile

ges

5.E

njoy

s ad

ult a

ttent

ion

and

appr

oval

6E

xpec

ts a

dult

supp

ort a

nd h

elp

7.Sh

ows

affe

ctio

n fo

r fa

mili

ar p

eopl

e

81,

1 be

ginn

ing

to k

now

who

is in

ow

n fa

mily

S

Soci

al I

ndic

ator

s: S

ocia

l Rel

atio

ns

Soci

al I

ndic

ator

s at

4.5

Yea

rs:

Soci

al R

elat

ions

I.H

as in

crea

sing

inte

rest

in b

eing

with

othe

r ch

ildre

n

2.B

egin

s to

enj

oy a

nd f

unct

ion

succ

essf

ully

as

a m

embe

r of

a g

roup

3.D

evel

ops

clos

e fr

iend

ship

s

4.B

egin

s to

giv

e an

d re

ceiv

e su

ppor

t fro

mot

her

child

ren

5.C

onfi

des

in a

dults

6.Is

beg

inni

ng to

und

erst

and

conc

epts

at

fam

ily a

nd n

eigh

borh

ood

Soci

al I

ndic

ator

s at

6.5

Yea

rs:

Soci

al R

elat

ions

1.B

egin

s to

pre

fer

asso

ciat

ing

with

child

ren

mor

e th

an .1

th a

dults

2.B

egin

s to

enj

oy a

nd f

unct

ion

succ

essf

ully

as

a m

embe

r of

a g

roup

3.D

evel

ops

clos

e fr

iend

ship

s

4.B

egin

s to

giv

e an

d re

ceiv

e su

ppor

t fro

mot

her

child

ren

5.E

stab

lishe

s fr

iend

ly in

tera

ctio

ns w

ithad

ults

oth

er th

an p

aren

ts

6.B

egin

s to

und

erst

and

conc

epts

of

fam

ily a

nd n

eigh

borh

ood

yode

l Lea

rner

Out

com

es in

Ear

ly C

hild

hood

Edu

catio

n: B

irth

to N

ine

Page

135

Soci

al I

ndic

ator

s 9.

0 Y

ears

:So

cial

Rel

atio

ns

1.N

eeds

and

enj

oys

cari

ng a

dults

who

are

pres

ent b

ut n

ot c

ontr

ollin

g

2.W

ants

to b

elon

g to

gro

ups,

but

gro

ups

rem

ain

flex

ible

3.T

ends

to s

elec

t sam

e-se

x pe

ers

asfr

iend

s

4.D

evel

ops

long

er-l

astin

g pe

erre

latio

nshi

ps a

nd f

rien

dshi

ps

5.In

tera

cts

with

an

expa

ndin

gen

viro

nmen

t, in

clud

ing

exte

nded

fam

ily, s

choo

l com

mun

ity,

neig

hbor

hood

, and

city

18

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Soci

al I

ndic

ator

sB

irth

Thr

ough

15

Mon

ths:

Soci

al S

kills

1.D

iffe

rent

iate

s be

twee

n fa

mili

ar a

ndun

fam

iliar

peo

ple

2.Is

beg

inni

ng to

ada

pt to

stim

ulat

ion

ofva

riou

s pe

ople

and

pla

ces

3.A

ntic

ipat

es r

itual

s an

d ro

utin

es

4.U

ses

othe

rs to

get

bas

ic n

eeds

and

desi

res

met

5.E

xplo

res

obje

cts

with

ano

ther

per

son

asa

basi

s fo

r es

tabl

ishi

ng p

erso

nal

rela

tions

hips

Soci

al I

ndic

ator

s at

2.5

Yea

rs:

Soci

al S

kills

1.In

crea

sing

ly a

ble

to a

dapt

to d

iffe

rent

peop

le a

nd e

nvir

onm

ents

2.B

egin

s to

exp

ress

som

e em

otio

nsap

prop

riat

ely

and

with

incr

easi

ngco

ntro

l

3.B

egin

s to

ass

ert s

elf

appr

opri

atel

y in

som

e si

tuat

ions

4.M

ay v

erba

lize

som

e fe

elin

gs

5 -1

.

..) 0

.

Soci

al I

ndic

ator

s:So

cial

Ind

icat

ors

at 4

.5 Y

ears

:So

cial

Ski

lls

Soci

al S

kills

1. 2. 3.

Soci

al I

ndic

ator

s at

6.5

Yea

rs:

Soci

al S

kills

Rec

ogni

zes,

und

erst

ands

, and

labe

ls1.

som

e em

otio

nal s

tate

s in

oth

ers

Use

s pl

ay to

exp

lore

, pra

ctic

e, a

ndun

ders

tand

soc

ial r

oles

Beh

aves

in a

way

whi

ch r

efle

cts

abe

ginn

ing

unde

rsta

ndin

g of

oth

ers'

righ

ts a

nd p

rivi

lege

s, e

.g.,

follo

win

gru

les,

sha

ring

, tur

n-ta

king

, som

etim

esre

latin

g to

oth

ers

in r

ecip

roca

l way

s

4.Su

cces

sful

ly in

itiat

es c

onta

cts

with

peer

s an

d su

stai

ns in

tera

ctio

n by

coop

erat

ing,

hel

ping

, sha

ring

,ex

pres

sing

inte

rest

5.A

ttem

pts

to s

olve

pro

blem

s w

ith o

ther

sth

roug

h la

ngua

ge

6.B

egin

s to

sho

w a

ccep

tanc

e of

sim

ilari

ties

and

diff

eren

ces

amon

gpe

ople

, e.g

., ge

nder

, eth

nici

ty, a

ge,

disa

bilit

y

7.E

ngag

es in

hel

pful

task

s

8.Im

itate

s be

havi

or

Is b

egin

ning

to u

nder

stan

d an

d re

spec

t tha

tot

hers

may

hav

e a

diff

eren

t poi

nt o

f vi

ew

2.Is

bec

omin

g aw

are

of a

var

iety

of

role

s,ca

reer

s, a

ttitu

des,

and

cul

tura

l val

ues

3.C

ontin

ues

to e

xpan

d so

cial

ski

lls, e

.g.,

coop

erat

es, m

akes

use

of

rule

s, e

xpre

sses

inte

rest

in o

ther

s

4.Su

stai

ns f

rien

dshi

ps a

nd e

xpan

ds c

ircl

e of

frie

nds

5.Is

beg

inni

ng to

fin

d co

nstr

uctiv

e w

ays

for

solv

ing

prob

lem

s an

d co

nflic

ts w

ithou

tad

ult a

ssis

tanc

ea.

apo

logi

zes

or m

akes

res

titut

ion

b. c

ompr

omis

es

6.B

egin

s to

acc

ept m

ista

kes

in s

elf

and

othe

rs

7.A

ccep

ts a

nd is

sen

sitiv

e to

indi

vidu

aldi

ffer

ence

s am

ong

peop

le, e

.g.,

gend

er,

ethn

icity

, age

, dis

abili

ty

8.B

egin

s to

adj

ust b

ehav

ior

in a

ccor

d w

ithso

cial

exp

ecta

tions

9.M

akes

inde

pend

ent d

ecis

ions

abo

ut w

hom

to tr

ust

10.

Beg

ins

to p

lay

and

wor

k co

oper

ativ

ely

insm

all a

nd la

rge

grou

psa.

prod

uces

a p

iodu

ctb.

wor

ks in

ass

igne

d gr

oups

cw

orks

with

sel

f-se

lect

ed g

roup

sd.

take

s tu

rns

and

shar

es

11.

App

reci

ates

, acc

epts

, and

inte

ract

s w

ithpe

ople

of

all c

ultu

res

12. T

ries

out

and

test

s re

latio

nshi

ps w

ithpa

rtic

ular

fri

ends

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Birt

h to

Nin

e P

age

136

Soci

al I

ndic

ator

s 9.

0 Y

ears

:So

cial

Ski

lls

1.C

ontin

ues

to d

evel

op a

n ap

prec

iatio

n of

othe

rs' w

orth

and

dig

nity

2.C

ontin

ues

to d

evel

op a

sen

se o

fef

fect

ive

hum

an r

elat

ions

, e.g

., be

ing

afr

iend

, acc

eptin

g an

d va

luin

gdi

ffer

ence

s, e

mpa

thy

3.A

ckno

wle

dges

the

mul

tiple

rol

es,

cont

ribu

tions

, and

abi

litie

s of

mal

es a

ndfe

mal

es

4.C

ontin

ues

to e

xpan

d so

cial

ski

lls, e

.g.,

unde

rsta

nds

a ne

ed f

or r

ules

and

stru

ctur

e, s

ugge

sts

and

nego

tiate

s ru

les

5.C

oope

rate

s in

pai

rs a

nd g

roup

sth

roug

h bo

th le

adin

g an

d fo

llow

ing

6.R

equi

res

less

dir

ect s

uper

visi

on in

all

area

s, e

.g.,

hom

e, le

arni

ng,

neig

hbor

hood

7.A

ppre

ciat

es d

iver

sity

am

ong

indi

vidu

als:

a.st

reng

ths/

limita

tions

bha

ndic

appi

ng c

ondi

tions

c.m

atur

atio

nd.

lang

uage

var

iatio

nse.

cultu

ral h

erita

ge

8.Is

bec

omin

g aw

are

of th

e im

port

ance

of

bein

g a

good

spo

rt

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

nsPh

ysic

al I

ndic

ator

s: G

ross

Mot

orPh

ysic

al I

ndic

ator

sB

irth

Thr

ough

15

Mon

ths:

Gro

ss M

otor

1.M

aint

ains

mid

line

head

con

trol

2.R

olls

ove

r

3.C

raw

ls, c

reep

s, o

r sc

oots

4.M

oves

to s

ittin

g po

sitio

n

5S

its a

lone

inde

pend

ently

6.P

ulls

to s

tand

thro

ugh

half-

knee

l pos

ition

7.C

raw

ls u

psta

irs

8.C

raw

ls d

owns

tairs

bac

kwar

ds

9.S

tand

s in

depe

nden

tly

10. T

akes

ste

ps w

ith s

uppo

rt.

11. W

alks

Phys

ical

Ind

icat

ors

at 2

.5 Y

t. ar

s:G

ross

Mot

or

Wal

ks b

ackw

ards

Wal

ks o

n un

even

sur

face

s

3.W

alks

ups

tairs

by

plac

ing

both

feet

on

each

ste

p an

d us

ing

supp

ort

4.C

limbs

5S

its s

elf i

n sm

all c

hair

from

sta

ndin

gpo

sitio

n

6.R

ides

sm

all t

oy, p

ushi

ng w

ith fe

et o

n gr

ound

7.T

raps

a la

rge

ball

H.

Sta

rts

runn

ing

9M

oves

to m

usic

Phys

ical

Ind

icat

ors

at 4

.5 Y

ears

:G

ross

Mot

or

1.B

egin

s to

dev

elop

con

trol

.bo

dym

ovem

ent,

e.g.

, hop

ping

, jum

ping

,ba

lanc

ing,

sw

ingi

ng, b

endi

ng,

stre

tchi

ng, w

alki

ng, r

unni

ng, c

limbi

ng

2.C

ontin

ues

to d

evel

op b

ody

stre

ngth

and

stam

ina

in p

ullin

g, p

ushi

ng, c

limbi

ng,

swin

ging

, wal

king

, run

ning

,

3.B

egin

s to

dev

elop

bod

y co

ordi

natio

n,e

g., g

allo

ping

, jum

ping

, sw

ingi

ng,

bala

ncin

g, le

apin

g, p

edal

ing,

sw

imm

ing,

danc

ing

4.C

ontin

ues

to d

evel

op b

ody

flexi

bilit

y,e.

g., r

unni

ng, d

anci

ng, c

limbi

ng,

wig

glin

g. s

tret

chin

g, b

endi

ng, c

raw

ling

5C

ontin

ues

to d

evel

op la

rge

mus

cle

stre

ngth

and

coo

rdin

atio

n w

ith la

rge

obje

tt,

e g

, thr

owin

g, b

ounc

ing,

kick

ing,

str

ikin

g, p

edal

ing,

ste

erin

g a

vehi

cle,

car

ryin

g, c

atch

ing

6B

egin

s to

mov

e rh

ythm

ical

ly to

mus

ic

7B

egin

s to

use

equ

ipm

ent f

or p

hysi

cal

deve

lopm

ent,

e.g

, slid

es, s

win

gs. j

ungl

egy

ms,

bal

ls, b

ats,

tric

ycle

s, s

leds

Phys

ical

Ind

icat

ors

at 6

.5 Y

ears

:G

ross

Mot

or

1.B

egin

s to

coo

rdin

ate

mul

tiple

phy

sica

lsk

ills,

e.g

.,a.

wal

king

and

hop

ping

toge

ther

bec

ome

skip

ping

b.ju

mpi

ng a

nd r

ope

turn

ing

beco

me

jum

ping

rop

ec.

gras

ping

, sw

ingi

ng, a

nd b

alan

ce b

ecom

eba

tting

2.B

egin

s to

use

phy

sica

l ski

lls in

org

aniz

edga

m, a

ctiv

ities

3.C

ontin

ues

to r

efin

e co

ordi

natio

n of

indi

vidu

al g

ross

mot

or s

kills

, e.g

, th

row

-in

g, c

atch

ing,

run

ning

4.W

hile

out

side

or

in la

rge

open

spa

ces,

enga

ges

in p

layf

ul a

ctiv

ities

that

use

ava

riety

of p

hysi

cal s

kills

(e

g ru

nnin

g,ho

ldin

g, b

alan

cing

) w

hich

res

ult i

n bu

ildin

gst

reng

th, c

oord

inat

ion,

flex

ibili

ty, a

nden

dura

nce

5.Is

acq

uirin

g a

cons

ciou

s co

ntro

l of b

ody

and

limbs

and

dem

onst

rate

s m

any

way

s in

whi

ch e

ach

body

pan

can

mov

e

6.O

rgan

izes

and

use

s bo

dy a

nd o

bjec

ts to

expl

ore

spat

ial c

once

pts,

e g

., ov

er, u

nder

7M

oves

with

sm

ooth

ly in

tegr

ated

bod

yac

tions

in a

spo

ntan

et.-

is m

anne

r

Kno

ws

and

appl

ies

safe

ty p

reca

utio

ns

9T

akes

prid

e in

ow

n m

ovem

ents

and

invo

lvem

ent

10B

egin

s to

res

pond

to a

van

ety

ofrh

ythm

ic s

timul

i thr

ough

bod

y m

ovem

ents

11U

ses

equi

pmen

t app

ropr

iate

ly fo

r ph

ysic

alde

velo

pmen

t, e.

g , b

icyc

les,

bal

ls, b

ats,

ska

tes.

play

grou

nd e

quip

men

t, cl

imbi

ng b

ars

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Birt

h to

Nin

e P

age

137

Phys

ical

Ind

icat

ors

at 9

.0 Y

ears

:G

ross

Mot

or

1.E

xhib

its m

ore

cont

rol o

ver

body

thro

ugh

refin

ing

loco

mot

or s

kills

,in

clud

ing

skip

ping

, hop

ping

, jum

ping

;ca

tchi

ng, t

hrow

ing,

bat

ting;

bal

anci

ng;

clim

bing

2.E

xhib

its b

ody

stre

ngth

and

sta

min

a in

pulli

ng, p

ushi

ng, c

limbi

ng, s

win

ging

;w

alki

ng, r

unni

ng, c

limbi

ng

3.E

xhib

its c

oord

inat

ion

and

flexi

bilit

y in

runn

ing,

dan

cing

, clim

bing

, cra

wlin

g,sk

atin

g, d

ivin

g, s

wim

min

g, b

ikin

g

4.C

ontin

ues

to r

espo

nd to

a v

arie

ty o

frh

ythm

ic s

timul

i thr

ough

bod

ym

ovem

ents

indi

vidu

ally

and

in g

roup

s

5Is

abl

e to

app

ropr

iate

ly u

se e

quip

men

tfo

r ph

ysic

al d

evel

opm

ent,

e.g.

, jum

pro

pes,

ska

tebo

ards

, bal

ls, b

ats,

bik

es,

para

chut

es, g

ymna

stic

app

arat

us.

play

grou

nd e

quip

men

t

6E

njoy

s ac

tivity

for

its o

wn

sake

indi

vidu

ally

and

thro

ugh

team

activ

ities

/spo

rts

7.B

sel

f-m

otiv

ated

to p

erfe

ct p

hysi

cal

skill

s th

roug

h pr

actic

e

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Phys

ical

Ind

icat

ors

Bir

th T

hrou

gh 1

5 M

onth

s:Fi

ne M

otor

1.R

each

es fo

r ob

ject

2.P

icks

up

obje

ct o

r fo

od w

ith p

alm

ar g

rasp

3.In

depe

nden

tly r

elea

ses

obje

cts

4.T

rans

fers

obj

ects

han

d-to

-han

d

5.['t

each

es, g

rasp

s, a

nd p

uts

obje

cts

in m

outh

6.P

ushe

s, p

ulls

, and

thro

ws

obje

cts

away

from

sel

f

Man

ages

mor

e th

an tw

o sm

all o

bjec

ts w

ithha

nd g

rasp

8.Is

olat

es a

n in

dex

finge

r fo

r po

king

or

push

ing

smal

l toy

Put

s in

and

dum

ps o

ut

Phys

ical

Ind

icat

ors

at 2

.5 Y

ears

:Fi

ne M

otor

1.U

ses

palm

ar g

rasp

whe

n sc

ribbl

ing

2.U

ses

neat

pin

cer

gras

p to

fing

er-f

eed

self

3.D

rinks

from

ope

n cu

p w

ith m

oder

ate

spill

age

4.U

ses

spoo

n fo

r se

lf-fe

edin

g w

ith s

ome

spill

age

5.lu

lls z

ippe

r do

wn

6.P

aint

s w

ith w

hole

arm

mov

emen

t, sh

ills

hand

s, m

akes

str

okes

J.6

Phys

ical

Ind

icat

ors:

Fin

e M

otor

Phys

ical

Ind

icat

ors

at 4

.5 Y

ears

:Fi

ne M

otor

1.D

evel

opin

g sm

all m

uscl

e co

ntro

l, e.

g.,

thre

adin

g, s

tack

ing,

rea

chin

g, b

uild

ing,

asse

mbl

ing,

rol

ling,

rel

easi

ng, g

rasp

ing,

knea

ding

, dra

win

g, c

uttin

g, p

astin

g

2.D

evel

opin

g sm

all m

uscl

e st

reng

th,

e.g.

, pou

ndin

g, k

nead

ing,

pul

ling,

usi

ngto

ols,

rol

ling,

squ

eezi

ng, s

crub

bing

,pu

mpi

ng

3D

evel

opin

g ey

e-ha

nd c

oord

inat

ion,

e.g

.,as

sem

blin

g, la

cing

, use

of u

tens

ils,

sew

ing,

fold

ing,

tear

ing,

trac

ing,

dres

sing

ski

lls, c

uttin

g, p

aint

ing,

draw

ing,

sel

f-he

lp s

kills

, pre

ssin

gbu

ttons

, pul

ling

leve

rs

Phys

ical

Ind

icat

ors

at 6

.5 Y

ears

:Fi

ne M

otor

1.R

efin

es s

mal

l mus

cle

cont

rol a

ndco

ordi

natio

n, e

.g.,

draw

ing,

cut

ting,

fold

ing,

sm

all-b

lock

and

inte

rlock

ing

cons

truc

tion,

thre

adin

g, s

crew

ing,

play

ing

jack

s an

d m

arbl

es

2.C

ontin

ues

to d

evel

op s

mal

l mus

cle

stre

ngth

, e.g

., ha

mm

erin

g, d

iggi

ng,

push

ing,

pul

ling,

rol

ling,

cra

nkin

g

3.B

egin

s to

dev

elop

gre

ater

coo

rdin

atio

nin

usi

ng w

ritin

g to

ols,

key

boar

ds,

dial

ing,

rem

ote

cont

rols

, com

pute

rga

mes

4.H

as e

stab

lishe

d ha

nd d

omin

ance

for

right

or

left

hand

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Birt

h to

Nin

e -

Pag

e 13

8

Phys

ical

Ind

icat

ors

at 9

.0 Y

ears

:Fi

ne M

otor

1.R

efin

es c

ontr

ol o

f sm

all m

otor

skill

s, e

g.,

aim

ing,

writ

ing,

pai

ntin

g,ke

yboa

rdin

g, v

ideo

gam

es, m

usic

alin

stru

men

ts, w

oodw

orki

ng, a

ndco

okin

g to

ols

2.A

pplie

s an

d in

tegr

ates

ski

lls o

fco

ordi

natio

n an

d st

reng

th w

ithin

crea

sing

ly c

ompl

ex d

aily

act

iviti

es

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Cog

nitiv

e In

dica

tors

Bir

th T

hrou

gh 1

5 M

onth

s:A

ttent

ion

1.R

espo

nds

to o

wn

nam

e

2.R

espo

nds

to s

impl

e di

rect

ions

, e.g

.,"W

here

's k

itty?

"

Cog

nitiv

e In

dica

tors

at 2

.5 Y

ears

:A

ttent

ion

1.H

as g

reat

er a

ttent

ion

whe

n to

uch

and

actio

n ar

e in

volv

ed

Loo

ks a

t sto

rybo

ok p

ictu

res

with

an

adul

t

Ret

urns

to f

ocus

on

som

ethi

ng a

fter

bein

g di

stra

cted

4.A

ttend

s w

hen

adul

t's a

ttent

ion

IRfo

cuse

d on

chi

ld

5.C

once

ntra

tes

on a

ctiv

ities

of

choi

ce s

uch

as p

uttin

g ob

ject

s in

to a

bot

tle

6.A

ttend

s to

fam

iliar

son

gs. r

hym

es, a

ndga

mes

7.M

tcht

-I

like

obje

cts

Cog

nitiv

e O

utco

mes

: Atte

ntio

n

Cog

nitiv

e In

dica

tors

at 4

.5 Y

ears

:A

ttent

ion

1.Is

incr

easi

ngly

abl

e to

foc

us o

n th

ere

leva

nt ta

sk

2.Is

beg

inni

ng to

scr

een

out d

istr

actio

ns

3.Pe

rsis

ts f

or lo

nger

per

iods

of

time

onch

ild-i

nita

ted

task

s

4.Fo

cuse

s at

tent

ion

on a

dult-

dire

cted

task

s fo

r sh

ort p

erio

ds o

f tim

e

5C

an r

epro

duce

sim

ple

cons

truc

tions

from

a m

odel

or

afte

r a

dem

onst

ratio

n

6.Sh

ows

incr

ease

d at

tent

ion

whe

nm

anip

ulat

ing

obje

cts

Cog

nitiv

e In

dica

tors

at 6

.5 Y

ears

:A

ttent

ion

1.A

ttend

s to

rel

evan

t var

iabl

e fo

r lo

nger

peri

ods

2.B

egin

ning

to a

ttend

to a

udito

ry a

ndvi

sual

stim

uli w

hile

stil

l dep

ende

ntup

on ta

ctile

sen

se

3.Se

nsor

y pe

rcep

tions

bey

ond

touc

h ca

n be

used

for

mai

ntai

ning

atte

ntio

n

Mod

el *

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e Pa

ge 1

39

Cog

nitiv

e In

dica

tors

at 9

.0 Y

ears

:A

ttent

ion

1.A

ttend

s fo

r ex

tend

ed p

erio

ds o

nse

lf-s

elec

ted

activ

ities

2.Is

beg

inni

ng to

incr

ease

cap

acity

toat

tend

to a

dult-

dire

cted

task

s

3.H

as im

prov

ed a

bilit

ies

to s

cree

n ou

tdi

stra

ctio

ns a

nd f

ocus

on

a ta

sk

L.)

J

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Cog

nitiv

e In

dica

tors

Bir

th T

hrou

gh 1

5 M

onth

s:C

urio

sity

1.In

quir

es in

to th

e en

viro

nmen

t thr

ough

expl

orat

ion

and

man

ipul

atio

n

Cog

nitiv

e In

dica

tors

at 2

.6 Y

ears

:C

urio

sity

1.E

xper

ienc

es s

elf

as a

n en

thus

iast

icex

plor

er o

f th

e en

viro

nmen

t

2.E

xper

ienc

es s

elf

as o

ne w

ho h

as s

ome

cont

rol o

f th

e en

viro

nmen

t

3.In

vest

igat

es a

nd in

quir

es a

bout

thin

gsex

peri

ence

d

4.Fi

nds

mos

t thi

ngs

expe

rien

ced

wor

thkn

owin

g ab

out

ogni

tive

Indi

cato

rs: C

urio

sity

Cog

nitiv

e In

dica

tors

at 4

.5 Y

ears

:C

urio

sity

Cog

nitiv

e In

dica

tors

at 6

.5 Y

ears

:C

urio

sity

Cog

nitiv

e In

dica

tors

at 9

.0 Y

ears

:C

urio

sity

1.Is

eag

er to

kno

w a

nd b

e ab

le to

do

1.L

ikes

to le

arn

1.

2.B

elie

ves

in s

elf

as a

lear

ner

2.Fe

els

com

pete

nt a

s a

lear

ner

2.

3.E

xper

ienc

es s

elf

as o

ne w

ith in

crea

sing

3.Se

es s

elf

as a

con

trib

utin

g m

embe

r of

aco

ntro

l of

the

envi

ronm

ent

lear

ning

com

mun

ity3.

4.Fi

nds

exci

tem

ent i

n di

scov

erie

s4.

Is e

ager

to u

nder

stan

d, s

eere

latio

nshi

ps, a

nd f

ind

mea

ning

in a

n5.

Is d

evel

opin

g sp

ecia

l int

eres

tsex

pand

ing

envi

ronm

ent

4.

6.C

ontin

ues

to s

atis

fy c

urio

sity

thro

ugh

expl

orat

ion

and

man

ipul

atio

n

5.C

ontin

ues

to id

entif

y sp

ecia

l int

eres

ts,

e.g,

, hob

bies

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Birt

h to

Nin

e -

Pag

e 14

0

Is m

ore

goal

-dir

ecte

d in

lear

ning

, e.g

.,in

tere

sted

in th

e pr

oduc

t

Is e

ager

to s

hare

idea

s, ta

lent

s, s

kills

Exp

ands

and

dee

pens

inte

rest

and

invo

lvem

ent i

n un

ders

tand

ing

incr

easi

ngly

com

plex

idea

s

Thi

nks

abou

t pos

sibi

litie

s ne

ver

expe

rien

ced

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Cog

nitiv

e In

dica

tors

Bir

th T

hrou

gh 1

5 M

onth

s:Pe

rcep

tion

1.D

iscr

imin

ates

and

ada

pts

to s

ound

s an

dvi

sual

stim

ulat

ion

in th

e ou

tsid

e w

orld

2.U

ses

all f

ive

sens

es to

gai

n in

form

atio

n

3.R

ecog

nize

s ow

n im

age

in th

e m

irro

r

4.Pe

rcei

ves

fam

iliar

obj

ects

aft

er s

eein

gon

ly p

arts

of

them

Cog

nitiv

e In

dica

tors

at 2

.5 Y

ears

:Pe

rcep

tion

1.C

ontin

ues

to r

ely

on f

ive

sens

es to

gai

nin

form

atio

n

2.Pe

rcei

ves

rhyt

hm in

mus

ic a

ndre

spon

ds

3.R

ecog

nize

s so

me

colo

rs

4.R

ecog

nize

s m

inia

ture

s as

repr

esen

tativ

es o

f re

al, k

now

n ob

ject

s

5.A

ssem

bles

sim

ple

puzz

les

6.M

atch

es li

ke o

bjec

ts

19:

kia

Cog

nitiv

e In

dica

tors

at 4

.5 Y

ears

:Pe

rcep

tion

1.R

ecog

nize

s an

d m

ay la

bel l

iken

esse

san

d di

ffer

ence

s in

sha

pes,

pat

tern

s, a

ndfi

gure

s

2.R

epro

duce

s vi

sual

pat

tern

s

3.R

ecog

nize

s an

d m

ay la

bel l

iken

esse

san

d di

ffer

ence

s in

sou

nds

4.R

epro

duce

s au

dito

ry p

atte

rns,

e.g

.,cl

appi

ng, s

ingi

ng

5.B

egin

s to

kee

p tim

e to

a r

hyth

mic

patte

rn

6.Is

beg

inni

ng to

use

a c

ombi

natio

n of

perc

eptu

al c

ues

in ta

sks

requ

irin

gat

tent

ion

to d

imen

sion

s su

ch a

s co

lor,

shcp

e, te

xtur

e, o

r si

ze

ree

Cog

nitiv

e In

dica

tors

at 6

.5 Y

ears

:Pe

rcep

tion

1.C

ontin

ues

to u

se th

e fi

ve s

ense

sse

para

tely

and

in c

ombi

natio

n to

gat

her

data

and

mak

e fi

ner

disc

rim

inat

ions

a.us

es v

isua

l, au

dito

ry, t

actil

e/ki

nest

hetic

, tas

te, a

nd s

mel

l to

perc

eive

pro

pert

ies,

cha

ract

eris

tics,

and

attit

udes

b.cr

eate

s pa

ttern

s an

d se

esre

latio

nshi

ps in

the

livin

g an

dno

n-liv

ing

envi

ronm

ents

2.R

elie

s on

the

way

of

lear

ning

, or

sens

ory

mod

ality

, whi

ch is

cur

rent

iy d

omin

ant

3.Pr

actic

es u

sing

less

dom

inan

tm

odal

ities

of

seei

ng, h

eari

ng, h

andl

ing,

tast

ing,

or

smel

ling

4.B

egin

s to

dev

elop

per

cept

ual

disc

rim

inat

ion

in u

sing

sym

bolic

syst

ems:

e.g

., nu

mer

ic, a

lpha

betic

,m

usic

al, g

raph

ic, s

patia

l

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

141

Cog

nitiv

e In

dica

tors

at 9

.0 Y

ears

:Pe

rcep

tion

Is a

ble

to u

se s

enso

ry m

odal

ityap

prop

riat

e to

the

situ

atio

n

Ref

ines

per

cept

ual d

iscr

imin

atio

n in

usin

g sy

mbo

lic s

yste

ms:

e.g

., nu

mer

ic,

alph

abet

ic, m

usic

al, g

raph

ic, s

patia

l

3.A

ttach

es m

eani

ng to

new

exp

erie

nces

from

an

exis

ting

rang

e of

sto

red

perc

eptio

ns

4.C

reat

es a

nd in

tegr

ates

pat

tern

s an

dre

latio

nshi

ps in

the

livin

g an

d no

n-liv

ing

envi

ronm

ents

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

inD

omai

ns

Cog

nitiv

e In

dica

tors

Bir

th T

hrou

gh 1

5 M

onth

s:M

emor

y

1.R

ecog

nize

s ca

regi

ver

by v

oice

2.R

ecog

nize

s ob

ject

s an

d pe

ople

3.Im

itate

s. p

lay

dem

onst

rate

d by

oth

ers

4.A

ntic

ipat

es f

rom

cue

s or

sou

nds

rout

ine

activ

ities

, e.g

., fe

edin

g, d

iape

ring

Cog

nitiv

e In

dica

tors

at 2

.5 Y

ears

:M

emor

y

1.L

earn

s ro

utin

es a

nd e

xpec

ts th

em in

the

envi

ronm

ent

2.B

egin

s to

rec

all a

nd la

bel r

ecen

t eve

nts,

perc

eptio

ns, a

nd r

elat

ions

hips

3.B

egin

s to

hav

e a

sens

e of

wha

t is

acce

ptab

le a

nd u

nacc

epta

ble

base

d on

exte

rnal

con

trol

s

4.R

espo

nds

to m

entio

n of

abs

ent o

bjec

tsor

peo

ple

5.R

etai

ns c

omm

ands

long

eno

ugh

tore

spon

d

6.R

epea

ts p

arts

of s

ongs

or

poem

s

Cog

nitiv

e In

dica

tors

: Mem

ory

Cog

nitiv

e In

tlica

tors

at 4

.5 Y

ears

:M

emor

y

1.D

escr

ibes

: lab

els

anim

ate

and

inan

imat

e ob

ject

s, e

vent

s, a

nd p

roce

sses

2.G

ains

incr

ease

d ab

ility

to r

ecal

l rec

ent

and

past

eve

nts,

per

cept

ions

,re

latio

nshi

ps, l

abel

s

3.B

egin

s to

link

pas

t and

pre

sent

info

rmat

ion

4.W

ith a

ssis

tanc

e, is

dev

elop

ing

sim

ple

mem

ory

stra

tegi

es

5.Is

gai

ning

ski

ll in

fol

low

ing

dire

ctio

ns

6.R

emem

bers

sto

ries

, poe

ms,

and

son

gs

Cog

nitiv

e In

dica

tors

at 6

.5 Y

ears

:M

emor

y

1.R

emem

bers

info

rmat

ion,

eve

nts,

and

expe

rien

ces

2.L

inks

pas

t and

pre

sent

info

rmat

ion

3.D

evel

ops

mem

ory

stra

tegi

es, e

.g.,

rhym

es, l

ists

, cue

s

4.T

ells

a c

oher

ent s

tory

pla

cing

eve

nts

inco

rrec

t ord

er

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

142

Cog

nitiv

e In

dica

tors

at 9

.0 Y

ears

:M

emor

y

1.U

ses

mem

ory

stra

tegi

es, e

.g.,

rule

s,sa

ying

s, o

r m

nem

onic

dev

ices

2.1

Jses

rec

all a

s a

basi

s fo

r ab

stra

ctth

inki

nga. b. c.

pred

icts

fut

ure

even

tsim

agin

es w

hat c

ould

be

synt

hesi

zes

past

exp

erie

nces

3.A

pplie

s re

calle

d in

form

atio

n an

dex

peri

ence

s to

a.de

velo

p im

agin

ativ

e pl

ayb.

atta

ch m

eani

ng to

new

exp

erie

nces

c.fo

rmul

ate

need

ed r

ules

1

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Cog

nitiv

e In

dica

tors

Bir

th T

hrou

gh 1

5 M

onth

s:A

.obl

em S

olvi

ng

1.E

xplo

res

obje

cts,

e.g

., gr

asps

, put

s in

mou

th, r

olls

on,

sto

mps

on

2.M

anip

ulat

es o

bjec

ts to

dis

cove

r ef

fect

s,e.

g., s

haki

ng, b

angi

ng, d

ropp

ing

3.Po

sitio

ns s

elf

to r

each

and

inte

ract

with

envi

ronm

ent

4.Pr

otec

ts s

elf

by p

laci

ng h

and

up o

rtu

rnin

g aw

ay a

s an

obj

ect c

omes

clo

se

5.M

akes

nee

ds k

now

n th

roug

h ve

rbal

and

nonv

erba

l cue

s

Cog

nitiv

e In

dica

tors

at 2

.5 Y

ears

:Pr

oble

m S

olvi

ng

1.U

ses

loco

mot

or s

kills

to s

atis

fycu

rios

ity a

nd to

mee

t nee

ds

2.B

egin

ning

to u

se la

ngua

ge to

sol

vepr

oble

ms

a.m

akes

nee

ds k

now

nb.

resp

onds

to v

erba

l dir

ectio

nsc.

uses

nam

es o

f pe

ople

and

obj

ects

d.qu

estio

n th

roug

h w

ords

or

gest

ures

3.In

itiat

es s

ome

self

-car

e

19

Cog

nitiv

e In

dica

tors

: Pro

blem

Sol

ving

Cog

nitiv

e In

dica

tors

at 4

.5 Y

ears

:Pr

oble

m S

olvi

ngC

ogni

tive

Indi

cato

rs a

t 6.5

Yea

rs:

Prob

lem

Sol

ving

1.Se

eks

info

rmat

ion

by o

bser

ving

, ask

ing

ques

tions

of

peop

le, a

nd e

xplo

ring

avai

labl

e m

ater

ials

2.Pr

actic

es to

ref

ine

skill

s an

d ga

inm

aste

ry o

f ta

sks

3.U

ses

real

-wor

ld e

xper

ienc

es a

ndph

ysic

al m

ater

ials

to s

olve

pro

blem

Qa.

mea

sure

s th

roug

h es

timat

ing

usin

gno

n-st

anda

rd m

easu

res,

e g

.,st

ring

, blo

cks

b.no

tices

pat

tern

s re

curr

ing

in th

een

viro

nmen

tc.

unde

rsta

nds

rela

tions

hips

bet

wee

npa

rts

and

who

led.

uses

cou

ntin

g to

det

erm

ine

how

muc

h is

nee

ded

4.B

egin

s to

rec

ogni

ze d

iffe

renc

e be

twee

n re

alan

d im

agin

ed e

vent

s

1So

lves

eve

ryda

y pr

oble

ms

thro

ugh

a.m

easu

ring

, usi

ng s

impl

eno

n -

Stan

dard

uni

tsb.

seei

ng r

elat

ions

hips

: par

t/who

le,

haza

rd/s

afeg

uard

c.us

ing

tool

s to

con

stru

ct o

r re

pair

,co

ok o

r cl

ean,

rec

ord

info

rmat

ion

d.ex

plor

ing

poss

ibili

ties

by r

ole

play

ing

2.B

egin

s to

iden

tify

appr

opri

ate

reso

urce

sto

sol

ve p

robl

ems

a.bo

oks,

mag

azin

es, t

elev

isio

nb

adul

ts a

nd o

ther

chi

ldre

nc.

mus

eum

s, li

brar

ies,

zoo

s, s

tore

s,of

fice

s

3.T

ries

out

unu

sual

and

/or

mul

tiple

solu

tions

4.Is

con

tinui

ng to

rec

ogni

ze th

e di

ffer

ence

betw

een

real

and

imag

ined

exp

erie

nces

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

143

Cog

nitiv

e In

dica

tors

at 9

.0 Y

ears

:Pr

oble

m S

olvi

ng

1.U

ses

tech

niqu

es to

sol

ve p

robl

ems,

e.g

.,gr

aphi

ng, o

utlin

ing,

bra

inst

orm

ing,

map

ping

, web

bing

, org

aniz

ing

data

2.U

ses

reso

urce

s to

sol

ve p

robl

ems

a.kn

ows

whe

re to

fin

d re

leva

ntre

sour

ces

b.kn

ows

how

to u

se r

esou

rces

c.kn

ows

how

to u

se a

vaila

ble

tech

nolo

gy

3U

ses

stra

tegi

es to

pro

blem

sol

vea.

appl

ies

know

ledg

e fr

om p

ast

expe

nenc

e to

new

pro

blem

sb.

imag

ines

hyp

othe

tical

pos

sibi

l:tie

sc.

com

pare

s se

vera

l pos

sibl

e so

lutio

ns

4.E

valu

ates

qua

lity

of o

wn

and

othe

rs'

wor

k, id

eas,

and

opi

nion

s

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Cog

nitiv

e In

dica

tors

Bir

th T

hrou

gh 1

5 M

onth

s:L

ogic

al T

hink

ing

Cog

nitiv

e In

dica

tors

: Log

ical

Thi

nkin

g

Cog

nitiv

e In

dica

tors

at 4

.5 Y

ears

:L

ogic

al T

hink

ing

1.B

egin

s to

org

aniz

e in

form

atio

n by

:cl

assi

fyin

g, e

.g.,

grou

ping

blo

cks

byco

lor

or s

hape

quan

tifyi

ng, e

.g.,

com

pare

sam

ount

s of

juic

eor

derin

g, e

.g.,

arra

nges

blo

cks

bysi

zera

nkin

g, e

.g.,

deci

des

whi

ch is

ligh

t,lig

hter

, lig

htes

tse

quen

cing

, e.g

., te

lls w

hat

happ

ened

firs

t, se

cond

, thi

rdan

alyz

ing,

e.g

., lo

okin

g at

par

ts o

f abl

ock

stru

ctur

esy

nthe

sizi

ng, e

.g.,

putti

ng a

puz

zle

toge

ther

I. 2. 3. 4. 5.

Pur

pose

fully

rea

ches

and

gra

sps

obje

cts

Pur

pose

fully

per

form

s an

act

ion

on a

nob

ject

to s

ee th

e ef

fect

Initi

ates

an

actio

n to

see

ano

ther

per

son

reac

t

Beg

ins

to r

etai

n th

e m

emor

y of

an

abse

nt o

bjec

t, pe

rson

, or

even

t

Rec

ogni

zes

the

poss

ibili

ty o

f an

abse

ntob

ject

or

pers

on to

rea

ppea

r

a. b. c. d. e. f.

Cog

nitiv

e In

dica

tors

at 2

.5 Y

ears

:L

ogic

al T

hink

ing

1.E

xpec

ts th

e ab

sent

obj

ect o

r pe

rson

tore

appe

ar in

the

appr

opria

te p

lace

or

atth

e ap

prop

riate

tim

e

2.S

ees

sim

ilarit

ies

and

diffe

renc

es in

conc

rete

obj

ects

, eve

nts,

and

per

sons

3.B

egin

s to

und

erst

and

how

obj

ects

can

be o

rder

ed a

nd e

vent

s ca

n be

seq

uenc

ed

4.Is

abl

e to

gro

up o

bjec

ts o

n th

e ba

sis

of a

sing

le c

hara

cter

istic

by

labe

ling,

mat

chin

g, a

nd s

ortin

g

g. h.se

riatin

g, e

.g.,

bigg

est t

o sm

alle

st

2.C

an u

se o

ne o

bjec

t to

repr

esen

t ano

ther

obje

ct w

hich

is n

ot p

rese

nt, e

.g.,

bloc

k to

repr

esen

t tru

ck

3.B

egin

s to

und

erst

and

sym

bols

suc

h as

:tr

affic

sig

ns, c

omm

erci

al lo

gos,

res

troo

msi

gns

4.R

elat

es o

r as

soci

ates

info

rmat

ion

bym

akin

g si

mpl

e co

mpa

rison

s an

dge

nera

lizat

ions

and

by

form

ing

sim

ple

caus

e/ef

fect

. hyp

othe

ses

5.R

easo

ns a

nd s

olve

s pr

oble

ms

thro

ugh

infe

rrin

g, c

oncl

udin

g, b

egin

ning

hypo

thes

is te

stin

g, c

reat

ive

thin

king

,in

vent

ing

Cog

nitiv

e In

dica

tors

at 6

.5 Y

ears

:L

ogic

al T

hink

ing

1.B

egin

s to

mov

e fr

om g

raph

icre

pres

enta

tion

to s

ymbo

lic, e

.g.,

pict

ure

of tr

uck

to w

ord

"tru

ck"

2.D

emon

stra

tes

incr

easi

ng a

bilit

y to

form

conc

epts

a.ob

serv

ing

attr

ibut

es, e

.g.,

colo

r,sh

ape,

siz

e, w

eigh

tb.

infe

rrin

g ch

arac

teris

tics,

e.g

., se

/ha

rd, l

ight

/hea

vy, t

hick

/thin

, lou

d/so

ftc.

atte

ndin

g to

mul

tiple

attr

ibut

es,

e.g.

, col

or a

nd s

hape

, siz

e an

d sh

ape

d.ve

rbal

izin

g re

ason

s fo

rcl

assi

ficat

ion

e.ca

tego

rizin

g, e

.g.,

anim

als,

frui

ts,

toys

f.ju

stify

ing

incl

usio

n in

to o

rex

clus

ion

from

cla

sses

or

cate

gorie

s

3.Is

beg

inni

ng to

mak

e pr

edic

tions

and

estim

atio

ns b

ased

on

prio

r ex

perie

nces

,on

obs

erva

tions

and

inve

stig

atio

na.

gene

raliz

ing

and

asso

ciat

ing

b.pr

edic

ts p

ossi

ble

cons

eque

nces

c.se

es c

ause

and

effe

ct r

elat

ions

hips

4.Is

beg

inni

ng to

eva

luat

e, m

ake

judg

men

ts,

and

give

rea

sons

for

choi

ces,

pre

fere

nces

,be

liefs

, and

act

ions

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Birt

h to

Nin

e -

Pag

e 14

4

Cog

nitiv

e In

dica

tors

at 9

.0 Y

ears

:L

ogic

al T

hink

ing

1.Is

bec

omin

g a

prob

lem

sol

ver

a. b. c. d.

iden

tifyi

ng p

robl

ems

cons

ider

ing

poss

ible

cau

ses

loca

ting

reso

urce

s to

sol

ve p

robl

ems

test

ing

solu

tions

2.Is

bec

omin

g a

criti

cal t

hink

era.

com

parin

g an

d co

ntra

stin

g id

eas

b.an

alyz

ing

conc

epts

c.sy

nthe

sizi

ng id

eas

d.re

latin

g pa

rts

to w

hole

3.Is

bec

omin

g a

scie

ntifi

c th

inke

ra. b. c. d. e.

obse

rvin

gre

cord

ing

data

pred

ictin

g ou

tcom

esex

perim

entin

gdr

awin

g co

nclu

sion

s

4.Is

bec

omin

g an

abs

trac

t thi

nker

a.so

lvin

g pr

oble

ms

with

out c

oncr

ete

mat

eria

lsb.

rela

ting

past

, pre

sent

, and

futu

re

5.Is

bec

omin

g a

mat

hem

atic

al th

inke

ra.

reco

gniz

ing

patte

rns

and

seei

ngre

latio

nshi

psb.

estim

atin

gc.

mea

sure

s, u

sing

sta

ndar

dm

easu

rem

ent t

ools

d.un

ders

tand

ing

mea

sure

men

tco

ncep

tse.

usin

g m

athe

mat

ical

pro

cess

es to

solv

e pr

oble

ms

D

S3.

Ear

ly C

hild

hood

Ind

icat

ors

by A

ge L

evel

for

Uni

ts w

ithin

Dom

ains

Acs

thet

ic/C

reat

ive

Indi

cato

rsB

irth

Thr

ough

15

Mon

ths:

Cre

ates

I.Is

pla

yful

in tr

ying

out

new

thin

gs, e

.g.,

plac

es a

bow

l on

head

2.E

xper

imen

ts w

ith m

ater

ials

in th

e en

vi-

ronm

ent

3.C

reat

es s

ound

s. e

.g.,

bang

ing

pots

and

pans Aes

thet

ic C

retit

ive

Indi

cato

rsat

2.5

Yea

rs:

Cre

ates

1. 2. 3. 4. 5.

Play

s im

agin

ativ

ely

Scri

bble

s, p

aint

s, m

elds

Cre

ates

ow

n rh

ythm

s an

d so

unds

Use

s pr

ops

to m

ake

belie

ve

Exp

lore

s m

ater

ials

, e.g

., w

ater

, bub

bles

,sa

nd, b

oxes 2

Aes

thet

ic/C

reat

ive

Indi

cato

rs: C

reat

es

Aes

thet

ic/C

reat

ive

Indi

cato

rsat

4.5

Yea

rs:

Cre

ates

1.E

xplo

res

and

man

ipul

ates

mat

eria

lsan

d id

eas

in u

niqu

e w

ays

for

own

plea

sure

2.U

ses

a va

riet

y of

med

ia f

or s

elf,

expr

essi

on, e

.g.,

cons

truc

tion,

mov

emen

t, so

und,

col

or, f

orm

, tex

ture

,la

ngua

ge

3.Sp

ends

som

e tim

e in

day

drea

min

g an

dfa

ntas

y

4.E

xpre

sses

ow

n un

ique

per

spec

tive

byco

mbi

ning

mat

eria

ls, s

ound

s, a

ndm

ovem

ent a

ccor

ding

to o

wn

plan

Aes

thet

ic/C

reat

ive

Indi

cato

rsat

6.5

Yea

rs:

Cre

ates

1.C

ontin

ues

to e

xplo

re th

e pr

oper

ties

ofar

t mat

eria

ls

2.M

akes

use

of

a va

riet

y of

mat

eria

ls f

orse

lf-e

xpre

ssio

n, e

.g.,

danc

e, m

usic

,cr

eativ

e dr

amat

ics

3.D

isco

ver:

: cha

ract

eris

tics

of m

ater

ials

and

expl

ores

thei

r us

e in

a c

reat

ive

way

4.D

evel

ops

an a

ttitu

de o

f op

enne

ss to

di-

vers

e ex

peri

ence

s an

d to

usi

ng a

var

iety

of m

ater

ials

5.E

ngag

es in

cre

ativ

e ex

peri

ence

sin

divi

dual

ly a

nd in

gro

ups

thro

ugh

spon

tane

ous

and

orga

nize

d cr

eativ

eac

tiviti

es

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

145

Aes

thet

ic/C

reat

ive

Indi

cato

rsat

9.0

Yea

rs:

Cre

ates

1.Se

eks

oppo

rtun

ities

for

per

sona

l art

istic

expr

essi

on

2.Is

bec

omin

g a

crea

tive

thin

ker

a.fi

nds

nove

l com

bina

tions

and

uses

for

mat

eria

lsb.

thin

ks o

f ne

.v in

vent

ions

c.re

cogn

izes

cre

ativ

ity in

oth

ers

d.im

agin

es h

ypot

hetic

al p

ossi

bilit

ies

e.ex

pand

s ab

ility

to p

rete

nd

3.Pr

oduc

es o

rigi

nal w

orks

a.co

mpo

ses

ston

es o

r pl

ays,

ski

ts,

com

edie

sb.

impr

ovis

es s

eque

ntia

l sou

nds

and

rhyt

hms

c.cr

eate

s pr

ops,

sce

nery

, and

cost

umes

d.us

es d

iffe

rent

med

ia f

or e

xpre

ssio

n,e.

g., v

ideo

tape

s, f

ilms,

pho

tos

e.cr

eate

s sc

ulpt

ures

, pic

ture

s,di

oram

as

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Aes

thet

ic/C

reat

ive

Indi

cato

rsB

irth

Thr

ough

15

Mon

ths:

Res

pond

s

1.R

espo

nds

to m

usic

2.S

how

s in

tere

st in

thin

gs, e

.g.,

book

s,

mob

iles,

flow

ers,

bug

s, c

olor

s

Aes

thet

ic C

reat

ive

Indi

cato

rsat

2.5

Yea

rs:

Res

pond

s

1.S

ings

and

mov

es r

hyth

mic

ally

2.V

iew

s ev

eryt

hing

with

inte

rest

3.S

mel

ls e

very

thin

g

4.T

ouch

es e

very

thin

g

5.T

aste

s th

ings

Aes

thet

ic/C

reat

ive

Indi

cato

rs: R

espo

nds

Aes

thet

ic/C

reat

ive

Indi

cato

rsat

4.5

Yea

rs:

Res

pond

s

1.S

how

s ap

prec

iatio

n fo

r th

e cr

eatio

ns o

fot

hers

2.H

as in

crea

sing

aw

aren

ess

and

sens

itivi

ty to

nat

ure,

e.g

., cl

oud

form

atio

ns, s

mal

l ani

mal

s, in

divi

dual

flow

ers,

blo

win

g le

aves

Aes

thet

ic/C

reat

ive

Indi

cato

rsat

6.5

Yea

rs:

Res

pond

s

1.C

ontin

ues

to e

ngag

e in

art

, mus

ic,

dram

a, a

nd o

ther

cre

ativ

e ac

tiviti

es fo

ren

joym

ent

2.Is

aw

are

of n

atur

al b

eaut

y, e

.g.,

in a

wat

erfa

ll or

tree

3.Is

aw

are

of b

eaut

y th

at is

mad

e by

hum

an b

eing

s, e

.g.,

a br

idge

, dis

hes,

text

iles

4.O

bser

ves

and

liste

ns to

cre

atio

ns o

fot

hers

with

app

reci

atio

n

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

146

Aes

thet

ic/C

reat

ive

Indi

cato

rsat

9.0

Yea

rs:

Res

pond

s

1.A

ppre

ciat

es th

e ar

tistic

exp

ress

ions

of

of h

ers

a.ar

t pic

ture

s an

d sc

ulpt

ures

b.po

ems

or s

torie

sc.

mus

kd.

dram

ae.

arch

itect

ure

2.C

row

s in

app

reci

atio

n of

nat

ure,

e.g

.,se

ason

al c

hang

es, w

eath

er, l

ands

cape

s,riv

ers,

ani

mal

s, la

kes,

and

tree

s

3.R

ecog

nize

s ar

tistic

con

trib

utio

ns o

f all

cultu

res

and

of b

oth

wom

en a

nd m

en

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Aes

thet

ic/C

reat

i've

Indi

cato

rsB

irth

Thr

ough

15

Mon

ths:

Eva

luat

es

Show

s pr

efer

ence

for

par

ticul

ar to

ys o

rob

ject

s

Aes

thet

ic C

reat

ive

Indi

cato

rsat

2.5

Yea

rs:

Eva

luat

es

Show

s pr

efer

ence

s. e

.g.,

for

book

s or

stor

ies,

clo

thes

, toy

s, f

oods

, pla

ces

0 0

Aes

thet

ic/C

reat

ive

hid

cato

rs: E

valu

ates

Aes

thet

ic/C

reat

ive

Indi

cato

rsat

4.5

Yea

rs:

Eva

luat

es

1.R

efin

es p

refe

renc

es to

dev

elop

mor

efo

cuse

d ta

stes

2.B

egin

s to

dev

elop

bas

es f

or a

esth

etic

pref

eren

ces

3.Is

beg

inni

ng to

sha

re a

esth

etic

judg

men

ts

Aes

thet

ic/C

reat

ive

Indi

cato

rsat

6.5

Yea

rs:

Eva

luat

es

Is d

evel

opin

g th

e ab

ility

to a

ppre

ciat

e an

did

entif

y th

e fe

atur

es o

f a

crea

tive

prod

uct

Beg

ins

to e

xpla

in p

refe

renc

es f

or s

peci

fic

aest

hetic

cre

atio

ns

Dev

elop

s aw

aren

ess

of e

ssen

tial e

lem

ents

,e.

g., l

ine,

sha

pe, c

olor

, tex

ture

, too

lte

chni

ques

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

147

Aes

thet

ic/C

reat

ive

Indi

cato

rsat

9.0

Yea

rs:

Eva

luat

es

1.R

eact

s th

ough

tful

ly to

art

istic

wor

ksth

roug

h ha

ving

a w

ide

expo

sure

tocr

eativ

e te

chni

ques

and

for

ms

2.Is

abl

e to

judg

e w

heth

er a

par

ticul

arar

tistic

exp

ress

ion

has

pers

onal

mea

ning

3.E

xpan

ds u

nder

stan

ding

of

artis

ticw

orks

thro

ugh

expl

orat

ion

of th

e liv

esan

d tim

es o

f ar

tists

, e.g

., co

mpo

sers

,w

rite

rs, p

erfo

rmer

s, p

aint

ers,

scu

lpto

rs,

phot

ogra

pher

s, a

rchi

tect

s

4.Is

dev

elop

ing

an a

war

enes

s of

the

artis

tic c

ontr

ibut

ions

in d

iver

secu

lture

s. e

.g.,

mus

ic a

nd in

stru

men

ts;

arts

, inc

ludi

ng te

xtile

s an

d po

ttery

;da

nces

, ritu

als,

bui

ldin

gs o

r st

ruct

ures

,ce

rem

onie

s, a

nd c

eleb

ratio

ns

5.N

otic

es a

spec

ts o

f ae

sthe

tics

in n

ew a

ndro

utin

e ex

peri

ence

s, e

.g.,

line,

col

or,

shap

e, s

ound

s, te

xtur

es

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

omm

unic

atio

n in

dica

tors

: Rec

eptiv

e C

omm

unic

atio

n -

Non

verb

al

Com

mun

icat

ion

Indi

cato

rsB

irth

Thr

ough

15

Mon

ths:

Rec

eptiv

e C

omm

unic

atio

n -

Non

verb

al

1.A

ttach

es m

eani

ng to

fac

ial e

xpre

ssio

n,ge

stur

e, a

nd to

uch

Com

mun

icat

ion

Indi

cato

rsat

2.5

Yea

rs:

Rec

eptiv

e C

omm

unic

atio

n -

Non

verb

al

1.'o

ntin

ues

to a

ttach

mea

ning

to f

acia

lex

pres

sion

, ges

ture

, and

touc

h

2.B

egin

s to

dev

elop

a s

ense

of

self

thro

ugh

nonv

erba

l cue

s fr

om o

ther

s, e

.g.,

smile

s,hu

gs, f

row

ns, i

ndif

fere

nce

200

U

Com

mun

icat

ion

Indi

cato

rsat

4.5

Yea

rs:

Com

mun

icat

ion

Indi

cato

rsat

6.5

Yea

rs:

Rec

eptiv

e C

omm

unic

atio

n -

Non

verb

al R

ecep

tive

Com

mun

icat

ion

- N

onve

rbal

1.In

terp

rets

, atta

ches

mea

ning

, and

rea

cts

to n

onve

rbal

beh

avio

r, e

.g.,

gest

ures

,po

stur

e, a

ctio

n, f

acia

l exp

ress

ion

2.D

evel

ops

sens

e of

sel

f th

roug

hno

nver

bal c

ues

from

oth

ers,

e.g

.,sm

iles,

hug

s, f

row

ns, i

ndif

fere

nce

1.C

ontin

ues

to in

terp

ret,

atta

ch m

eani

ng,

and

reac

t to

nonv

erba

l beh

avio

r, e

.g.,

gest

ures

, act

ion,

pos

ture

, fac

ial

expr

essi

on

2.C

ontin

ues

to d

evel

op s

ense

of

self

thro

ugh

nonv

erba

l cue

s fr

om o

ther

s, e

.g.,

smile

s, h

ugs,

fro

wns

, ind

iffe

renc

e

3.B

egin

s to

und

erst

and

stan

dard

ges

ture

ssu

ch a

s hi

tchh

ikin

g an

d re

fere

e si

gnal

s

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

148

Com

mun

icat

ion

Indi

cato

rsat

9.0

Yea

rs:

Rec

eptiv

e C

omm

unic

atio

n -

Non

verb

al

1.C

ontin

ues

to in

terp

ret,

atta

ch m

eani

ng,

and

reac

t to

nonv

erba

l beh

avio

r, e

.g.,

gest

ures

, act

ion,

pos

ture

, fac

ial

expr

essi

on

2.C

ontin

ues

to d

evel

op s

ense

of

self

thro

ugh

nonv

erba

l cue

s fr

om o

ther

s,e.

g., s

mile

s, h

ugs,

fro

wns

, ind

iffe

renc

e

3.Is

abl

e to

iden

tify

mix

ed m

essa

ges,

i.e.

,th

e no

nver

bal c

ues

and

spok

enm

essa

ges

are

at v

aria

nce

4.E

xpan

ds u

nder

stan

ding

of

stan

dard

gest

ures

in th

e cu

lture

and

lear

nsge

stur

es o

f ot

her

cultu

res

410

2O

5

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Com

mur

dcat

ion

Indi

cato

rs: R

ecep

tive

Com

mun

icat

ion

Lis

teni

ng

Com

mun

icat

ion

Indi

cato

rsB

irth

thro

ugh

15 M

onth

s:R

ecep

tive

Com

mun

icat

ion

- L

iste

ning

I.B

egin

s tc

f un

ders

tand

nam

es o

f fa

mili

arpe

ople

and

obj

ects

2.B

egin

s to

und

erst

and

and

resp

ond

toco

mm

ands

3.A

ssoc

iate

s so

unds

with

obj

ects

, per

sons

,an

d ac

tions

4.Se

eks

labe

ls f

or o

bjec

ts a

nd p

eopl

e

Com

mun

icat

ion

Indi

cato

rsat

2.5

Yea

rs:

Rec

eptiv

e C

omm

unic

atio

n -

Lis

teni

ng

I.E

xpan

ds a

bilit

y to

und

erst

and

nam

es o

ffa

mili

ar p

eopl

e an

d ob

ject

s

2.C

ontin

ues

to u

nder

stan

d an

d re

spon

d to

com

man

ds a

nd o

ther

con

vers

atio

n

3.A

ttend

s to

adu

lts' c

onve

rsat

ions

4.L

iste

ns to

sto

ries

, rhy

mes

, and

mus

ic

5.C

ontin

ues

to s

eek

labe

ls f

or o

bjec

ts a

ndpe

ople

6.B

egin

s to

inhi

bit a

ctio

ns o

r be

havi

or o

nco

mm

and

Com

mun

icat

ion

Indi

cato

rsat

4.5

Yea

rs:

Rec

eptiv

e C

omm

unic

atio

n -

Lis

teni

ng

1.L

iste

ns a

ppre

ciat

ivel

y to

con

vers

atio

ns,

stor

ies,

poe

ms,

mus

ic

2.L

iste

ns a

ttent

ivel

y, e

.g.,

follo

ws

dire

ctio

ns, r

espo

nds

to q

uest

ions

or

com

men

ts

3.B

egin

s to

Bat

e...

anal

ytic

ally

, e.g

., as

ksre

leva

nt q

uest

ions

, und

erst

ands

incr

easi

ngly

com

plex

idea

s

Com

mun

icat

ion

Indi

cato

rsat

6.5

Yea

rs:

Rec

eptiv

e C

omm

unic

atio

nL

iste

ning

1.L

iste

ns a

ppre

ciat

ivel

y to

con

tent

, e.g

.,st

orie

s, p

oem

s, s

ongs

2.L

iste

ns a

ttent

ivel

y to

con

tent

, e.g

.,di

rect

ions

, ide

as o

f ot

hers

3.C

ontin

ues

to li

sten

ana

lytic

ally

tore

spon

d to

wha

t has

bee

n he

ard,

toev

alua

te w

hat i

s he

ard,

and

to m

ake

conn

ectio

ns w

ith w

hat i

s al

read

y kn

own

4.L

iste

ns m

argi

nally

with

com

preh

ensi

onw

hile

atte

ntio

n is

foc

used

on

anot

her

subj

ect o

r ta

sk

5.Is

beg

inni

ng to

dif

fere

ntia

te w

hen

to u

sedi

ffer

ent t

ypes

of

liste

ning

6.U

nder

stan

ds d

iffe

rent

type

s of

ques

tions

7.Q

uest

ions

whe

n m

eani

ng is

not

unde

rsto

od

8.U

nder

stan

ds th

at q

uest

ions

are

a p

art

of tw

o-w

ay c

omm

unic

atio

n an

d th

elis

tene

r is

res

pons

ible

for

res

pond

ing

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

149

HST

CO

PY 1

17

Com

mun

icat

ion

Indi

cato

rsat

9.0

Yea

rs:

Rec

eptiv

e C

omm

unic

atio

n -

Lis

teni

ng

1.D

emon

stra

tes

appr

ecia

tive

liste

ning

,e.

g., c

onve

rsat

ions

with

pee

rs, l

onge

rst

orie

s or

spe

eche

s, m

usic

al p

rogr

ams

2.G

row

s in

abi

lity

to li

sten

with

out

inte

rrup

ting

3.M

aint

ains

list

enin

g co

mpr

ehen

sion

,e.

g., f

ollo

ws

a se

rial

sto

ry o

r T

V p

lot

4.E

xpan

ds a

bilit

y to

list

en a

naly

tical

ly,

e.g.

, to

mak

e co

nnec

tions

with

wha

t is

alre

ady

know

n, to

eva

luat

e w

hat i

she

ard,

and

to d

raw

con

clus

ions

5.L

iste

ns b

y sc

reen

ing

out e

xtra

neou

sso

unds

6.C

an li

sten

with

out v

isua

ls, e

.g.,

tape

s,re

cord

s, b

ooks

7.A

sks

ques

tions

to c

lari

fy m

eani

ng

8.A

sks

ques

tions

to e

xten

d m

eani

ng, i

.e.,

"How

abo

ut...

? W

hat i

f...?

"

9.G

ains

info

rmat

ion

thro

ugh

liste

ning

10. B

egin

s to

dis

tingu

ish

betw

een

fact

and

fict

ion

whi

le li

sten

ing

11. B

egin

s to

rea

lize

that

all

liste

ners

do

not g

et th

e sa

me

mea

ning

s fr

om s

poke

nm

essa

ge

0

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

nsC

onun

unic

atio

n In

dica

tors

at 9

.0 Y

rs.

Rec

eptiv

e C

omm

unic

atio

n -

Rea

ding

Com

mun

icat

ion

Indi

cato

rs: R

ecep

tive

Com

mun

icat

ion

Rea

ding

Com

mun

icat

ion

Indi

cato

rsB

irth

Thr

ough

15

Mon

ths:

Rec

eptiv

eC

omm

unic

atio

n -

Prer

eadi

ng

1.L

ooks

at p

ictu

re b

ooks

2.H

ears

sto

ries

and

poe

ms

read

Com

mun

icat

ion

Indi

cato

rsat

2.5

Yea

rs: R

ecep

tive

Com

mun

icat

ion

- Pr

erea

ding

1.Se

lect

s bo

oks

to lo

ok a

t

2.Sh

ows

pref

eren

ce f

or p

artic

ular

boo

ks

3.L

ikes

to b

e re

ad to

4.R

ecal

ls s

ome

stor

ies

5.R

etel

ls s

tori

es th

at h

ave

been

hea

rd

Com

mun

icat

ion

Indi

cato

rsat

4.5

Yea

rs: R

ecep

tive

Com

mun

icat

ion

- Pr

erea

ding

1.B

egin

s to

rea

lize

that

the

spok

en w

ord

can

be w

ritte

n do

wn,

e.g

., re

cogn

izes

som

e sy

mbo

ls, n

ames

, or

pri i

ted

wor

ds

2."R

eads

" bo

oks

for

enjo

ymen

t, e.

g.. l

ooks

at p

ictu

res,

tells

sto

ry f

rom

mem

os y

whi

le tu

rnin

g pa

ges

3.Is

dev

elop

ing

the

abili

ty to

mr.

ke f

iner

visu

al d

iscr

imin

atio

n, e

.g.,

a.id

entif

ies

size

, sha

pe, c

olor

,di

rect

ions

suc

h as

top

and

botto

mb.

disc

rim

inat

es s

ome

deta

ils

4Is

sen

sitiv

e to

inte

rest

ing

lang

uage

inst

ones

, e.g

., re

peat

ed p

hras

es, r

hym

ing

wor

ds, r

hyth

mic

pat

tern

s

5.B

egin

s to

iden

tify

with

sto

ry c

hara

cter

san

d pl

ots

Com

mun

icat

ion

Indi

cato

rsat

6.5

Yea

rs: R

ecep

tive

Com

mun

icat

ion

- H

eadi

ng

1.C

hoos

es b

ooks

, sto

ries

, poe

ms

for

ava

riet

y of

pur

pose

sa.

enjo

ymen

tb.

info

rmat

ion

c.ex

plor

atio

nd.

fant

asy

2.B

ring

s ow

n ex

peri

ence

s to

the

read

ing

enco

unte

r

3.B

egin

s to

mak

e in

fere

nces

fro

m s

tori

esan

d to

ant

icip

ate

stor

y ou

tcom

es

4.Se

eks

read

ing

mat

eria

ls in

the

envi

ronm

ent,

e.g.

, lib

rari

es, s

igns

,w

aitin

g ro

oms,

boo

kmob

iles

5.R

eact

s to

sen

sory

imag

es a

nd r

espo

nds

to th

e m

ood

or to

neof

a st

ory

or p

oem

6.B

egin

s to

dis

tingu

ish

fact

fro

m f

anta

sy

7.C

ontin

ues

to id

entif

y w

ith s

tory

char

acte

rs a

nd p

lots

Beg

ins

to id

entif

y m

otiv

es a

nd f

eelin

gsof

sto

ry c

hara

cter

s

9.B

egin

s to

unl

ock

wor

ds th

roug

h a

vari

ety

of s

trat

egie

s in

clud

ing:

a. p

ictu

re c

lues

b. p

honi

csc.

con

text

d. s

truc

tura

l ana

lysi

se.

ask

ing

othe

rsf.

conf

igur

atio

n

10.

Has

a b

egin

ning

:eig

ht v

ocab

ular

y

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

150

1.B

egin

s to

und

erst

and

read

ing

proc

ess

asa.

a tr

ansa

ctio

n be

twee

n w

rite

r an

d re

ader

b.pr

edic

ting,

con

firm

ing/

disc

onfi

rrn

i ng,

com

preh

endi

ng2.

Rea

ds f

or a

var

iety

of

purp

oses

, e.g

.,en

joym

ent,

info

rmat

ion,

to a

ppre

ciat

eth

e be

auty

of

the

lang

uage

, to

broa

den

know

ledg

e

3R

eads

to le

arn

mor

e ab

out t

he w

orld

and

to s

hare

vic

ario

usly

in th

eex

peri

ence

s of

oth

ers

4.B

egin

s to

see

sim

ilari

ties

amon

g pi

eces

of li

tera

ture

, e.g

., th

emes

, set

tings

,ch

arac

teri

zatio

ns, p

lots

5.B

egin

s to

iden

tify

the

auth

or's

app

roac

h,e.

g., h

umor

, adv

entu

re, m

yste

ry

6.B

egin

s to

iden

tify

and

eval

uate

trai

ts o

fst

ory

char

acte

rs7.

Beg

ins

to r

ealiz

e th

at a

ll re

ader

s do

not

get t

he s

ame

mea

ning

s fr

om p

rint

edm

ater

ials

8.B

egin

s to

con

nect

lite

ratu

re w

ith li

feex

peri

ence

s9.

Feel

s co

mfo

rtab

le in

que

stio

ning

the

auth

or's

poi

nt o

f vi

ew

10. U

ses

a va

riet

y of

rea

ding

cue

s to

con

stri

ctm

eani

nga.

prio

r kn

owle

dge

and

expe

rien

ces

b.co

ntex

t1.

rela

tes

new

info

rmat

ion

to to

tal

cont

ent

2.sy

ntax

or

gram

mat

ical

ord

erc.

soun

d/sy

mbo

l rel

atio

nshi

ps

11. U

ses

stra

tegi

es a

ppro

pria

te to

dif

fere

ntco

nten

t are

as

12. S

eeks

sou

rces

of

read

ing

mat

oria

l with

inan

d ou

tsid

e th

e sc

hool

env

iron

men

ta. b.

new

spap

ers,

mag

azin

es, c

omic

s, h

ooks

envi

ronm

enta

l pri

nt, e

.g.,

cere

al b

oxes

,bi

llboa

rds,

pos

ters

, sig

ns, T

- sh

irts

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Cou

nnun

ieat

ion

Indi

eato

m E

xpre

ssiv

e C

omm

unic

atio

nN

onve

rbal

Com

mun

icat

ion

Indi

cato

rsB

irth

Thr

ough

15

Mon

ths:

Exp

ress

ive

Com

mun

icat

ion

- N

onve

rbal

1.U

ses

gest

ures

and

fac

ial e

xpre

ssio

ns to

mak

e w

ants

and

nee

ds k

now

n

2.U

ses

gest

ures

and

fac

ial e

xpre

ssio

ns to

show

fee

lings

3.Im

itate

s, e

.g.,

"So

Big

," "

Peek

-a-B

oo,"

"Bye

-Bye

," "

Pat-

a-C

ake"

Com

mun

icat

ion

Indi

cato

rs a

t 2.5

Yea

rs: E

xpre

ssiv

eC

omm

unic

atio

n -

Non

verb

al

1.U

se g

estu

res

and

faci

al e

xpre

ssio

ns to

mak

e w

ants

and

nee

ds k

now

n

2.U

ses

gest

ures

and

fac

ial e

xpre

ssio

ns to

show

fee

lings

3.U

ses

who

le b

ody

to e

xpre

ss m

oods

and

feel

ings

4.Pr

eten

ds, e

.g.,

slee

ping

, roc

king

with

arm

s, p

reen

ing,

sin

ging

into

mic

roph

one

5.Im

itate

s, e

.g.,

fing

er p

lay

actio

ns,

mot

ions

with

mus

ic, c

laps

, or

taps

-t-

Com

mun

icat

ion

Indi

cato

rsat

4.5

Yea

rs: E

xpre

ssiv

eC

omm

unic

atio

n N

onve

rbal

1.M

odel

s no

nver

bal c

omm

unic

atio

n, e

.g.,

actio

ns, g

estu

res,

fac

ial e

xpre

ssio

n

2.R

efin

es e

xpre

ssio

ns o

f m

oods

and

feel

ings

thro

ugh

body

mot

ions

and

gest

ures

3.Pa

ntom

imes

4.C

an in

itiat

e fi

nger

pla

y ac

tions

5.Im

itate

s te

levi

sion

, mov

ie, o

r st

ory

char

acte

rs; a

nim

al m

ovem

ents

Com

mun

icat

ion

Indi

cato

rsat

6<

5 Y

ears

: Exp

ress

ive

Com

mun

icat

ion

- N

onve

rbal

1.C

ontin

ues

to m

odel

non

verb

alco

mm

unic

atio

n, e

.g.,

actio

ns, g

estu

res,

post

ure,

fac

ial e

xpre

ssio

n

2.C

onve

ys o

wn

feel

ings

and

imita

tes

othe

rs th

roug

h ex

pres

sion

, ges

ture

s,po

stur

es

3.U

ses

body

lang

uage

that

rei

nfor

ces

spee

ch

4.Pa

ntom

imes

a s

tory

or

scen

e w

ith o

rw

ithou

t pro

ps

5.D

ram

atiz

es te

levi

sion

, mov

ie, o

r st

ory

char

acte

r be

havi

ors

6.B

egin

s to

use

sta

ndar

d ge

stur

es o

f th

ecu

lture

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Birt

h to

Nin

e -

Pag

e 15

1

Com

mun

icat

ion

Indi

cato

rsat

9.0

Yea

rs: E

xpre

ssiv

eC

omm

unic

atio

n -

Non

verb

al

1.M

odel

s an

d un

ders

tand

s no

nver

bal

com

mun

icat

ion

mor

e pr

ecis

ely,

e.g

,ac

tions

, pos

ture

s, g

estu

res,

fac

ial

expr

essi

on

2.C

ontin

ues

to c

onve

y ow

n fe

elin

gs a

ndto

imita

te o

ther

s th

roug

h ex

pres

sion

,ge

stur

es, p

ostu

res

3.U

ses

body

lang

uage

to r

einf

orce

spe

ech

or to

cre

ate

a co

mic

eff

ect

4.C

ontin

ues

to u

se p

anto

mim

e w

ith o

rw

ithou

t pro

ps

5.D

ram

atiz

es b

ehav

iors

see

n, r

ead

abou

t,or

imag

ined

6.E

xpan

ds u

se o

f st

anda

rd g

estu

res

ofow

n cu

lture

and

oth

er c

ultu

res

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Com

mun

icat

ion

Indi

cato

rs: E

xpre

ssiv

e C

omm

unic

atio

n Sp

eaki

ng

Com

mun

icat

ion

Indi

cato

rsB

irth

Thr

ough

15

Mon

ths:

Exp

ress

ive

Com

mun

icat

ion

Spea

king

Com

mun

icat

ion

Indi

cato

rsat

4.5

Yea

rs: E

xpre

ssiv

eC

omm

unic

atio

n -

Spea

king

1.U

nder

stan

ds th

at v

ocal

sig

nals

get

wan

ts a

nd n

eeds

met

1.Pr

oduc

es u

nder

stan

dabl

e sp

eech

2.C

ontin

ues

to e

xpan

d sp

eaki

ng2.

Voc

aliz

es to

initi

ate

soci

al c

onta

ctvo

cabu

lary

and

use

s de

scri

ptiv

e w

ords

3.B

abbl

es, u

sing

all

type

s of

sou

nds

3.C

aine

info

rmat

ion,

sha

res

info

rmat

ion

and

feel

ings

thro

ugh

spee

ch4.

Imita

tes

spee

ch s

ound

s4.

Beg

ins

to s

peak

in th

ough

t uni

ts a

nd in

com

plet

e se

nten

ces

5.W

ants

to ta

lk a

id q

uest

ion

Com

mun

icat

ion

Indi

cato

rsat

2.5

Yea

rs: E

xpre

ssiv

eC

omm

unic

atio

n -

Spea

king

1. 2. 3. 4. 6.

Beg

ins

to v

erba

lize

som

e fe

elin

gs

Part

icip

ates

in c

onve

rsat

ion

Res

pond

s to

sim

ple

ques

tions

Ask

s qu

a: L

ions

Exp

ands

voc

abul

ary

rapi

dly

a.la

bels

fam

iliar

obj

ects

and

peo

ple

b.la

bels

act

ions

6.Pl

ays

with

lang

uage

sou

nds

Com

mun

icat

ion

Indi

cato

rsat

6.5

Yea

rs: E

xpre

ssiv

eC

omm

unic

atio

n -

Spea

king

1.E

xpre

sses

thou

ghts

and

fee

lings

thro

ugh

a la

rger

and

ric

her

voca

bula

ry

2.B

egin

s to

cre

ate

orig

inal

sto

ries

bas

edon

per

sona

l or

imag

ined

exp

erie

nces

3.Sh

ares

con

fide

nces

, pla

ns, i

deas

, and

feel

ings

with

fri

ends

4.U

ses

spee

ch to

ven

t fee

lings

5.C

ontr

ibut

es id

eas

to g

roup

dis

cuss

ions

6.Is

beg

inni

ng to

mak

e re

leva

ntco

ntri

butio

ns to

a to

pic

7.Sp

eaks

in a

gro

up s

ettin

g w

ithco

nfid

ence

8.Is

abl

e to

spe

ak in

com

plet

e th

ough

tun

its a

nd c

ompl

ete

sent

ence

s

9.B

egin

s to

use

com

plex

sen

tenc

es

10. B

egin

s to

pre

sent

eve

nts

in s

eque

ntia

lor

der

11. B

egin

s to

con

trol

tone

, rat

e, a

nd v

olum

eof

spe

ech

to c

omm

unic

ate

mor

eef

fect

ivel

y

Mod

el L

earn

er O

utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

152

Com

mun

icat

ion

Indi

cato

rsat

9.0

Yea

rs: E

xpre

ssiv

eC

omm

unic

atio

n -

Spea

king

1.Is

beg

inni

ng to

exp

ress

thou

ghts

,op

inio

ns, a

nd f

eelin

gs w

ith c

lari

ty,

prec

isio

n, a

nd r

ichn

ess

of w

ord

choi

ces

2.C

reat

es o

rigi

nal s

tori

es w

ithin

crea

sing

ly c

ompl

ex c

onte

nt

3.U

ses

spee

ch, i

nclu

ding

spe

cial

ized

lang

uage

of

the

peer

gro

up, t

o sh

are

conf

iden

ces,

pla

ns, i

deas

, and

fee

lings

with

fri

ends

4.Is

beg

inni

ng to

use

spe

ech

for

mor

eco

mpl

ex p

urpo

ses

a.re

latin

g ev

ents

with

rel

evan

t det

ail

b.gi

ving

dir

ectio

ns a

ccur

atel

yc.

expl

aini

ng h

ow to

do

som

ethi

ngd.

telli

ng a

seq

uent

ial s

tory

with

abe

ginn

ing

and

endi

nge.

fram

ing

ques

tions

f.us

ing

soci

al a

men

ities

suc

h as

mak

ing

an in

trod

uctio

ngi

ving

rep

orts

nego

tiatin

g op

tions

g. h.

5.C

ontin

ues

to u

se s

peec

h to

ven

t fee

lings

6.C

ontr

ibut

es id

eas

to g

roup

dis

cuss

ions

and

may

hel

p to

gui

de th

e di

scus

sion

3. E

arly

Chi

ldho

od I

ndic

ator

s by

Age

Lev

el f

or U

nits

with

in D

omai

ns

Com

mun

icat

ion

Indi

cato

rs: E

xpre

ssiv

e C

omm

unic

atio

n W

ritin

g

Com

mun

icat

ion

Indi

cato

rsC

omm

unic

atio

n In

dica

tors

Com

mun

icat

ion

Indi

cato

rsC

omm

unic

atio

n In

dica

tors

Bir

th T

hrou

gh 1

5 M

onth

s:at

4.5

Yea

rs:

at 6

.5 Y

ears

:at

9.0

Yea

rsE

xpre

ssiv

e C

omm

unic

atio

n -

Wri

ting

Exp

ress

ive

Com

mun

icat

ion

- W

ritin

gE

xpre

ssiv

e C

omm

unic

atio

n -

Wri

ting

Exp

ress

ive

Com

mun

icat

ions

- W

ritin

g

1.M

akes

mar

ks

2.S

crib

bles

Com

mun

icat

ion

Indi

cato

rsat

2.5

Yea

rs:

Exp

ress

ive

Com

mun

icat

ion

- W

ritin

g_

1.U

ses

writ

ing,

dra

win

g, o

r pa

intin

g to

ols

2.R

epre

sent

s id

eas

usin

g pi

ctur

es a

ndno

ncon

vent

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egin

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s

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egin

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and

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are

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, com

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ass

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Mod

el L

earn

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utco

mes

in E

arly

Chi

ldho

od E

duca

tion:

Bir

th to

Nin

e -

Page

153

1.C

hoos

es to

writ

e fo

r en

joym

ent

2.U

ses

a va

riety

of w

ritin

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nre:

rep

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orie

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rics,

lette

rs, l

ists

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nals

, crit

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evel

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an id

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ives

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deta

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a p

arag

raph

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larif

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own

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king

thro

ugh

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5.U

ses

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e.g

., pr

ewrit

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draf

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iew

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iting

, pub

lishi

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egin

s to

inte

rnal

ize

proc

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and

use

it in

depe

nden

tly

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arns

to s

pell

by w

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d re

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8.Is

mov

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tow

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spel

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and

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arks

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10. U

ses

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onve

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eani

ng

Bibliography

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Council for Economic Development, Research and Policy Committee. (1987).Children in need: Investment strategies for the educationally disadvantaged. NewYork: Author.

Eddowes, E. A. & Hranitz, J. R. (1989). Educating children of the homeless.Childhood Education, 65(4), 197-200.

Edelman, M.W. (1987). Families in peril. Cambridge, MA: Harvard UniversityPress.

Egbert, R. L. (Ed.) (1989). Improving life chances for young children. Lincoln, NE:Center for Curriculum and Instruction.

Elkind, D. (1989). Developmentally appropriate practice: Philosophical andpractical implications. Phi Delta Kappan, 71(2), 113-117.

Elkind, D. (1987). Miseducation: Preschoolers at risk. New York: Knopf.

Fauvre, M. (1988). Including young children with "new" chronic illnesses in anearly childhood education setting. Young Children, 43(6),71-77.

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Holloman, S. T. (1990). Retention and redshirting: The dark side of kindergarten.Principal, 69(5), 13-15.

Jalongo, M.R. (1990). The child's right to the expressive arts: Nurturing theimagination as well as the intellect. Childhood Education, 66(4), 195-201.

Kagan, S. L. (1989). Early care and education: Beyond the schoolhouse doors.Phi Delta Kappan, 71(2), 107-112.

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Mitchell, A. & Modigliani, K. (1989). Young children in public schools? The "onlyifs" reconsidered. Young Children, 44(6), 56-61.

Anonymous. (1990). NAEYC Position Statement on Media Violence in Children'sLives. Young Children, 45(5), 18-21.

Phillips, C. B. (1988). Nurturing diversity for today's children and tomorrow'sleaders. Young Children, 43(2), 42-47.

Reed, S. & Sautter, R. C. (1990). Kappan Special Report - Children of Poverty:The Status of 12 Million Young Americans. Phi Delta Kappan, 71(10), K1-K12.

Right from the Start: The Report of the NASBE Task Force on Early Childhood.(1988). Alexandria, VA: NASBE.

Schorr, L.B., with Schorr, D. (1988). Within our reach: Breaking the cycle ofdisadvantage. New York: Doubleday.

Schultz, R. (1989). Testing and retention of young children: Moving fromcontroversy to reform. Phi Delta Kappan, 71(2), 125-129.

Weikart, D. P. (1989). Quality preschool programs: A long-term social investment.New York: Ford Foundation.

Whitebook, M., Howes Carollee, Phillips, D., & Pemberton, C. (1989). ResearchReport: Who cares? Child care teachers and the quality of care in America.Young Children, 45(1), 41-45.

Willer, B., & Bredekamp, S. (1990). Redefining readiness: An essential requisitefor educational reform. Young Children, 45(5), 22-25.

B. Child Development

Allen, J., Freeman, P., & Osborne, S. (1989). Children's political knowledge andattitudes. Young Children, 44(2), 57-61.

Anselmo, S. (1987). Early childhood development: Prenatal through age eight.Columbus, OH: Merrill.

Beaty, J. J. (1990). Observing development of the young child. (2nd ed.). Columbus,OH: Merrill.

Bentzen, W. R. (1985). Seeing young children: A guide to observing and recordingbehavior. New York: Delmar Publishers, Inc.

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Boehm, A. E. & Weinberg, R. A. (1977). The classroom observer. New York:oTeachers College Press, Columbia University.

Carlsson-Paige, N. & Levin, D.E. (1990). Who's calling the shots? How to respondeffectively to children's fascination with war play and war toys. Philadelphia: NewSociety Publishers.

Clements, D. H. (1987). Computers and young children: A review of research.Young Children, 43(1), 34-44.

Dumtschin, J. U. (1988). Recognize language development and delay in earlychildhood. Young Children, 43(3), 16-24.

Genishi, C. (1988). Children's language: Learning words from exi erience. YoungChildren, 44(1), 16-23.

Genishi, C. (1989). Observing the second language learner: An example ofteachers' learning. Language Arts, 66(5), 509-515.

Honig, A. S. (1988). Humor development in children. Young Children, 43(4),60-73.

Honig, A. S. (1987). The shy child. Young Children, 42(4), 54-64.

Klein, E. L., Kantor, R. & Fernie, D.E. (1988). What do young children know aboutschool? Young Children, 43(5), 32-39.

Marshall, H. H. (1989). The development of self-concept. Young Children, 44(5),44-51.

Melson, G. F. & Fogel, A. (1988). The development of nurturance in young children.Young Children, 43(3), 57-65.

Sheldon, A. (1990). "Kings are royaler than queens": Language and socialization.Young Children, 45(2), 4-9.

Wardle, V. (1990). Endorsing children's differences: Meeting the needs of adoptedminority children. Young Children, 45(5), 44-46.

C. Home/School/Community Partnerships

Borden, E. J. (1987). The community connection It works! Young Children,42(4), 14-23.

Commins, N. L. (1989). Language and affect: Bilingual students at home and atschool. Language Arts, 66(1), 29-43.


Fuller, M. L. (1989). Delayed parenting: Implications for schools. ChildhoodEducation, 66(2), 75-77.

Galinsky, E. (1988). Parents and teacher-caregivers: Sources of tension, sources ofsupport. Young Children, 43(3), 4-12.

Gallo, D. F. 0_990). The changing family context: Implications for the developmentof all-day kindergartens. Young Children, 45(4), 35-39.

Greenberg, P. (1989). Parents as partners in young children's development andeducation: A new American fad? Why does it matter? Young Children, 44(4),61-75.

Jorde-Bloom, P. (1988). Teachers need "TLC" too. Young Children, 43(6), 4-9.

Levi, R. (1990). Assessment and educational vision: Engaging learners andparents. Language Arts, 67(3), 269-273.

Mavrogenes, N. A. (1990). Helping parents help their children become literate.Young Children, 45(4), 4-9.

Mitchell, A. (1989). Kindergarten programs that are good for children and forparents. Principal, 68(5), 17-21.

Morgan, E. L. (1989). Talking with parents when concerns come up. YoungChildren, 44(2), 52-56.

Nedler, S. E. & McAfee, 0. D. (1979). Working with parents: Guidelines for earlychildhood and elementary teachers. Belmont, CA: Wadsworth.

Novelli, J. (1990). Culture meets curriculum. Instructor, 99(8), 31-34.

O'Brien, S. J. (1989). Teachers and parents now play on the same team.Childhood Education, 66(2), 106-107.

Potter, G. (1989). Parent participation in the language arts program. LanguageArts, 66(1), 21-28.

Quintero, E., & Velarde, M. C. (1990). Intergenerational Literacy: A developmen-tal, bilingual approach. Young Children, 45(4), 10-15.

Stone, J. G. (1987). Teacher-parent relationships. Washington, D.C.: NAEYC.


S D. Interaction; with Others

Anonymous. (1990). Liberation education: An interview with Ira Shor. LanguageArts, 67(4), 342-352.

Asher, S. R., Williams, G. A., Burton, C. B., & Oden, S. (1987). Children's socialdevelopment: Information for teachers and parents. Urbana, IL: ERIC Clearing-house.

Berthoff, A. E. (1990). Paulo Freire's Liberation Pedagogy. Language Arts, 67(4),362-369.

Bowman, B. T. (1989). Educating language-minority children: Challenges andopportunities. Phi Delta Kappan, 71(2), 118-120.

Cassidy, D. J. (1989). Questioning the young child: Process and function.Childhood Education, 65(3), 146-149.

Castle, K. (1989). Child-Centered Teaching: Through Children's Eyes.Childhood Education, 65(4), 209-212.

Doescher, S. M., & Sugawara, A. I. (1989). Encouraging prosocial behavior inyoung children. Childhood Education, 65(4), 213-216.

Edwards, C. P. (1986). Promoting social and moral development in young children:Creative approaches for the classroom. New York: Teachers College Press,Columbia University.

Erickson, F. (1989). Research currents: Learning and collaboration in teaching.Language Arts, 66(4), 430-441.

Goffin, S. G. (1989). How well do we respect the children in our care? ChildhoodEducation, 66(2), 68-74.

Hartup, W. W. & Moore, S. G. (1990). Early peer relations: Developmental signifi-cance and prognostic implications. Early Childhood Research Quarterly, 5(1), 1-17.

Hatch, T. C. (1990). Looking at Hank, looking at Ira: Looking at individual four-year-olds especially their leadership styles. Young Children, 45(5), 11-17.

Honig, A. S. (1988). Humor development in children. Young Children, 43(4),60-73.

Humphrey, S. (1989). Becoming a better kindergarten teacher: The case of myself.Young Children, 45(1), 16-22.

Jensen, L. C., & Wells, M. G. (1979). Feelings: Helping children understand emo-tions. Provo, UT: Brigham Young University Press.

Model Learner Outcomes in Early Childhood Education: Bibliography Page 1590

0

Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative,competitive, and individualistic learning. Englewood Cliffs, NJ: Prentice-Hall.

Kamii, C., & De Vries, R. (1980). Group games in early education: Implications ofPiaget's theory. Washington, DC: NAEYC.

Katz, L. G., Evangelou, D., & Hartman, J. A. (1990). The Case for Mixed-AgeGrouping in Early Education. Washington, D.C.: NAEYC.

Kostelnik, M. J., Stein, L. C., Whiren, A. P., & Soderman, A. K. (1988). Guidingchildren's social development. Cincinnati: South-Western.

Kostelnik, M. J., Stein, L. C., & Whirne, A. P. (1988). Children's self-esteem: Theverbal environment. Childhood Education, 65(1), 29-32.

Little Soldier, L. M. (1989). Children as cultural anthropologists. ChildhoodEducation, 66(2), 88-91.

McAllister, E. (1990). Anatomy of a crushed spirit. Childhood Education, 66(4),203-204.

Martens, M. L. (1990). Getting a grip on groups. Science and Children, 27(5),18-19.

Pellegrini, A. D., & Glickman, C. D. (1990). Measuring kindergartners' s .vialcompetence. Young Children, 45(4), 40-44.

Pellegrini, A.D., & Perlmutter, J. C. (1988). Rough-and-tumble play on the elemen-tary school playground. Young Children, 43(2), 14-17.

Phillips, C. B. (1988). Nurturing diversity for today's children and tomorrow'sleaders. Young Children, 43(2), 42-47.

Riley, S. R. (19M). How to generate values in young children: Integrity, honesty,individuality, self-confidence, and wisdom. Washington, DC: NAEYC.

Robinson, B. E. (1990). The teacher's role in working with children of alcoholicparents. Young Children, 45(4), 68-73.

Schaeffer, M. B. & Hopkins, D. (1988). Miss Nelson, knock-knocks & nonsense:Connecting through humor. Childhood Education, 65(2), 88-93.

Stimson, E. (1988). Don't just say no to a child wanting attention when you're busy.Young Children, 43(5), 30-31.

Trawick-Smith, J. (1988). "Let's say you're the baby, ok?" Play leadership andfollowing behavior of young children. Young Children, 43(5), 51-59.

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'24,

Tuge, J., & Caruso, D. (1988). Cooperative problem solving in the classroom:Enhancing young children's cognitive development. Young Children, 44(1), 46-52.

Wassermann, S. (1989). Children working in groups? It doesn't work! ChildhoodEducation, 65(4), 201-205.

Wolf, D. P. (Ed.) (1986). Connecting: Friendship in the lives of young children andtheir teachers. Redmond, WA: Exchange Press.

E. Integrated Curriculum

Althouse, R. (1988). Investigating science with young children. New York:Teachers College Press.

Beisel, R. W., & Hechtman, J. (1989). Sleuthing is elementary. Science andChildren, 26(8), 17-19.

Blyth, J. (1984). Place and time with children five to nine. Dover, NH: CroomHelm.

Blyth, W.A.L. (1984). Development, experience, and curriculum in primaryeducation. New York: St. Martin's Press.

Brophy, J. (1990). Teaching social studies for understanding and higher-orderapplications. Elementary School Journal, 90(4), 351-417.

Cambourne, B., & Turbill, J. (1990). Assessment in whole-language classrooms:Theory into practice. The Elementary School Journal, 90(3), 337-349.

Cambourne, B. (1988). The whole story: Natural learning and the acquisition ofliteracy in the classroom. New York: Ashton Scholastic.

Cambourne, B., & Turbill, J. (1987). Coping with Chaos. Sydney, Australia:Primary English Teachers' Association.

Carr, K. S. (1988). How can we teach critical thinking? Childhood Education,65(2), 69-73.

Chazan, M., Laing, A., & Harper, G. (1987). Teaching five to eight year olds. NewYork: Basil Blackwell, Inc.

Cole, E. & Schaefer, C. Can young children be art critics? Young Children, 45(2),33-43.

Corwin, R. B. & Russell, S. J. (1990). Graphs that grow. Instructor, 99(8), 24-27.


22

Clay, M. (1975). What did I write? Portsmouth, NH: Heinemann.

Clay, M. M. (1990). Research currents: What is and what might be in evaluation.Language Arts, 67(3), 288-298.

Day, B., & Drake, K. (1983). Early childhood education: Curriculum organizationand classroom management. Alexandria, VA: ASCD.

Derman-Sparks, L. (1989). Anti-Bias Curriculum: Tools for empowering youngchildren. Washington, DC: NAEYC.

DeVries, R., & Kohlberg, L. (1987). Programs of early education: The constructivistview. Washington, DC: NAEYC.

Dowling, M., & Dauncey, E. (1984). Teaching 3-9 year olds: theory into practice.London: Ward Lock Educational Ltd.

Feeney, S., & Moravcik, E. (1987). A thing of beauty: Aesthetic development inyoung children. Young Children, 42(6), 6-15.

Goodman, K., Smith,E. B., Meredith, R., & Goodman, Y. (1987). Language andthinking in school. New York: Richard C. Owen.

Graves, D.H. (1983). Writing: Teachers and children at work. Exeter, NH:Heinemann.

Harlen, W. (1985). Teaching and learning primary science. New York: TeachersCollege Press.

Hatcher, B., Pape, D., & Nicosia, R. T. (1988). Group games for global awareness.Childhood Education, 65(1), 8-13.

Kahn, J., & Freyd, P. (1990). Online: A whole language perspective on keyboard-ing. Language Arts, 67(1), 84-90.

Kamii, C. (1982). Number in preschool and kindergarten: educational implicationsof Piaget's theory. Washington, DC: NAEYC.

Kamii, C. & DeVries, R. (1978). Physical knowledge in preschool education: Implications of Piaget's theory. Engelwood Cliffs, NJ: Prentice-Hall.

Kamii, C. (1985). Young children reinvent arithmetic: Implications of Piaget'stheory. New York: Teachers College Press, Columbia University.

Katz, L. (1989). Engaging children's minds. Norwood, N.J.: Ablex.

Lehman, J. R. (1990). Concrete graphs build solid ;kills. Science and Children,27(8), 28-29.

6'6'3


Malecki, C. L. (1990). Teaching whole science: In a departmentalized elementarysetting. Childhood Education, 66(4), 232-236.

Matz, K. A. (1990). Look what followed me home, Mom! Science and Children,22(5), 12-15.

O'Neill, C. (1989). Dialogue and drama: The transformation of events, ideas, andteachers. Language Arts, 66(5), 528-540.

Poest, C. A., Williams, J. R., Witt, D. D., & Atwood, M. E. (1990). Challenge me tomove: Large muscle development in young children. Young Children, 45(5),4-9.

Richards, L. (1990). Measuring things in words: Language for learningmathematics. Language Arts, 67(1), 14-25.

Rogers, C. S., & Sawyers, J. K. (1988). Play in the lives of children. Washington,DC: NAEYC.

Sawyers, J. K., & Rogers, C. S. (1989). Helping young children develop throughplay: A practical guide for parents, caregivers, and teachers. Washington, DC:NAEYC.

Schickedanz, J. (1986). More than the ABCs: The early stages of reading andwriting. Washington, D.C.: NAEYC.

Seefeldt, C. (1987). Early childhood curriculum: A review of current research. NewYork: Teachers College Press, Columbia University.

Seefeldt, C. (1989). How good is your kindergarten curriculum? Principal, 68(5),11-15.

Small, M. S. (1990). Do you speak math? Arithmetic Teacher, 37(5), 26-29.

Steen, L. A. (1990). Making math matter. Instructor, 99(8), 21-23.

Strickland, D. S., & Morrow, L. M. (Eds.) (1989). Emerging literacy: Young chil-dren learn to read and write. Newark, DE: International Reading Association.

Sutherland, Z. (Ed.) (1986). The best in children's books: The University of Chicagoguide to children's literature,1979-1984. Chicago: University of Chicago Press.

Trousdale, A.M. (1990). Interactive Storytelling: Scaffolding children's earlynarratives. Language Arts, 67(2), 164-173.

Vukelich, C. (1990). Where's the paper? Literacy during dramatic play. ChildhoodEducation, 66(4), 205-209.


Walmsley, S. A., & Walp, T. P. (1990). Integrating literature and composing intothe language arts curriculum: Philosophy and practice. The Elementary SchoolJournal, 90(3), 251-274.

Whaley, K., & Swadener, E.B. (1990). Multicultural education in infant and toddlersettings. Childhood Education, 66(4), 238-240.

Who needs the social studies? (1990). Instructor, 99(6), 37-44.

Williams, L., De Gaetano, Y., Souther land, I., & Harrington, C. (1985). Alerta:A multi-cultural-bilingual approach to teaching young children. Reading, MA:Addison-Wesley.

Williams, L. (1989). Diverse gifts: Multicultural education in the kindergarten.Childhood Education, 66(1), 2-3.

F. Environment

Allen, K.E., & Hart, B. (1984). The early years: Arrangements for learning.Engelwood Cliffs, NJ: Prentice-Hall.

Anonymous. (1987). Child Choice - Another way to individualize - another form ofpreventive discipline. Young Children, 43(1), 48-54.

Frost, J.L., & Wortham, S.C. (1988). The evolution of American playgrounds.Young Children, 43(5), 19-28.

Godwin, A., & Schrag, L. (Eds.). (1988). Setting up for infant care: Guidelines forcenters and family day care homes. Washington, DC: NAEYC.

Goodlad, J. (1986). Ungraded primary. New York: Teachers College Press,Columbia University.

Greenman, J. (1988). Caring spaces, learning places: Children's environments thatwork. Redmond, WA: Exchange Press.

Jones, E. with Prescott, E. (undated). Dimensions of teaching-learningenvironments: A handbook for teachers in elementary schools and day care centers.Pasadena, CA: Pacific Oaks College.

Loughlin, C. E. & Martin, M. D. (1987). Supporting literacy: Developing effectivelearning environments. New York: Teachers College Press, Columbia University

Loughlin, C. E., & Suina, J. H. (1982). The learning environment: An instructionalstrategy. New York: Teachers College Press, Columbia University.


TL1bot, J., & Frost, J. L. (1989). Magical playscapes. Childhood Education, 66(1),11-10.

Wortham, S.C., & Wortham M.R. (1989). Infant/toddler development and play:Designing creative play environments. Childhood Education, 65(5), 295-299.

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